Suchergebnisse

Links between individual differences in 4‐year‐olds' social understanding, language abilities, temperament, behavioral adjustment and family background and the quality of their interaction with a close friend were investigated. 64 pairs of friends were filmed playing together on two occasions, and each child tested on a battery of assessments of theory of mind, emotion understanding and language. Teachers and mothers reported on children's adjustment and temperament respectively. There were marked differences in children's interactions with their friends; the sociocognitive abilities and behavioral characteristics of both child and friend contributed significantly to cooperative shared pretend, to low frequency of conflict and to successful communication between friends; behavioral adjustment and family background also contributed independently to friendship quality. The similarity between friends in behavioral adjustment and sociolinguistic skills was notable.

More than a century ago, Francis Galton, the father of behavioural genetics, coined the scientific use of the phrase nature–nurture. He believed that ability, especially individual differences in intelligence, is due primarily to nature rather than nurture, as implied by the title of his earliest and most famous work,Hereditary Genius(1869). In a paper on twins, he declared that 'there is no escape from the conclusion that nature prevails enormously over nurture' (1875. p. 404).

The present study explores relations between young children's understanding of mind and parental emotional expression and disciplinary style, along with gender differences in these relations. Participants were recruited from a study of 125 same‐sex twin‐pairs (58% female; group mean age 5 43 months, SD 5 1 month). Each child received a comprehensive set of theory‐of‐mind tasks, and was filmed at home for 20 minutes in dyadic interactions with the primary caregiver, who was also interviewed about disciplinary strategies. Ratings of discipline and positive and negative parental affect and control were made from direct observation, from the interview, and from the videoed interactions. Strong correlations were found between family SES, parenting measures, and child verbal IQ and theory‐of‐mind score. However, regression analyses showed that parental behaviours were significant predictors of children's theory‐of‐mind performance, even when sex, verbal IQ and family SES were taken into account. Sex differences in these relations were also identified; parental affect was especially salient for understanding of mind in girls, while discipline was more salient for boys. Taken together, these findings highlight the importance of individual differences in the proximal processes associated with early understanding of mind, and suggest that development in mental‐state awareness is associated with distinct aspects of parenting for girls and boys.

Differences in mothers' parenting behaviors toward their identical twin preschoolers were examined to identify nonshared environmental processes in social‐emotional development. The study included 62 pairs of 3½‐year‐old same‐sex identical twins. Indicators of each child's social‐emotional development (temperament, prosocial behavior, behavior problems and noncompliance) and parenting environment (warmth and negativity, positive and negative control, responsiveness) were assessed using observers', interviewers', and parents' ratings. Mothers treated their identical twins differently, and this differential treatment covaried in expected ways with identical twin differences in social‐emotional adjustment. The twin who received more supportive and less punitive forms of parenting was also higher in positive mood and prosocial behaviors and lower in negative mood and behavior problems when compared to her or his twin.