Development of close relationships in the transition from kindergarten to elementary school: An examination of the intergenerational transmission hypothesis

85名来自东京中产阶级家庭的孩子和他们的父母参与了这项为期六年的纵向研究。每年，儿童和家长都被单独访谈，评估和观察各种评估工具。研究结果首先证明了这个模型的有效性，因为我们清楚地发现了亲密关系的四个基本特征。即：(1)子女同时有多个重要他人；(2)每个图形都实现了一定的心理功能；(3)当孩子不再以母亲为中心时，他们对重要他人的选择出现了规范性的发展变化，但当我们关注对每个孩子来说谁是最重要的人时，他们之间的社会关系存在个体差异；(4)几乎一半的孩子通过过渡到学校改变了他们的关系。其次，研究结果表明，父母对儿童发展的影响途径复杂。即：(1)母亲和父亲对孩子的发展有不同的影响；(2)父母对子女的影响既有直接影响，也有间接影响；(3)没有强有力的证据支持代际传递假说。

Eighty-five children and their parents in Tokyo from middle-class families participated in this six-year longitudinal study. Every year, children and parents were individually interviewed, assessed and observed with a variety of assessment instruments. The findings, first, bore out the validity of the model in that the four basic natures of close relationships were clearly found. That is, (1) children had multiple significant others concurrently ; (2) each figure fulfilled certain psychological functions ; (3) while there were normative developmental changes in selections of significant others as the child grew less centered on the mother, there were individual differences in social relationships among them if we focused on who was predominantly important for each of the children ; and (4) almost half of the children transformed their relationships through the transition to school. Second, the findings indicated complex pathways of parental influence on child development. That is, (1) mothers and fathers have different effects on the development of children; (2) there were both direct and indirect effects of parents on children ; and (3) there was no strong evidence to support the intergenerational transmission hypothesis.