Effects of quantity and quality of home proximal processes on Dutch, Surinamese–Dutch and Turkish–Dutch pre‐schoolers’ cognitive development
Effects of quantity and quality of home proximal processes on Dutch, Surinamese–Dutch and Turkish–Dutch pre‐schoolers’ cognitive development
复制标题
家庭近端过程的数量和质量对荷兰语、苏里南-荷兰语和土耳其-荷兰语学前儿童认知发展的影响
DOI：
--
复制
发表时间：
1999
期刊：
影响因子：
--
通讯作者：
D. V. D. Boom
中科院分区：
文献类型：
--
作者：
P. Leseman;D. V. D. Boom
本研究以荷兰中产阶级、荷兰下层阶级、苏里南和土耳其移民家庭为样本，考察了母子读写能力和问题解决互动对3 - 4岁儿童认知发展的影响（n=130）。根据Bronfenbrenner和Ceci的生物生态学模型，母子阅读和解决问题的互动被视为实现遗传认知潜能的近端过程。互动从定量角度进行研究，基于问卷调查数据，涉及接触这些互动的频率；从定性角度研究，基于观察数据，涉及情感质量和认知内容。本研究设计为1年的纵向研究。研究发现，母子互动对认知发展的影响在两组之间存在差异，受早期认知能力和家庭经济地位的影响。这些发现是在生物生态学模型和行为遗传学研究范式的框架内解释的。版权所有©1999 John Wiley & Sons， Ltd
This study examines the effects of mother–child literacy and problem solving interactions on 3–4-year-old children's cognitive development in a sample of Dutch middle-class, Dutch lower-class, Surinamese and Turkish immigrant families (n=130). Following the bioecological model of Bronfenbrenner and Ceci, mother–child book reading and problem solving interactions are viewed as proximal processes actualizing genetic cognitive potential. Interactions are studied from a quantitative perspective, based on questionnaire data, concerning frequency of exposure to these interactions, and a qualitative perspective, based on observational data, concerning affective quality and cognitive content. The study was designed as a 1 year longitudinal study. It was found that effects of mother–child interactions on cognitive development differed across the groups, controlling for earlier cognitive competence and family's SES. The findings are interpreted within the frame of the bioecological model and the behavioral genetic research paradigm. Copyright © 1999 John Wiley & Sons, Ltd.
影响因子：
22.4
作者：
MCCARTNEY, K;HARRIS, MJ;BERNIERI, F
通讯作者：
BERNIERI, F