Some cognitive consequences of maternal intervention techniques: A longitudinal study
This study examines the relationship between mothers’ intervention techniques and children’s school-related abilities. When the children were age 4, their mothers’ intervention techniques were examined in 2 settings-a teaching task and an interview about hypothetical disciplinary situations. Measures of children’s school-related abilities were taken at ages 4, 5/6, and 12. Intervention techniques that maximize parental dominance (direct control tactics) were distinguished from those that deem-phasize dominance and rely on the child’s capacity for self-regulation (indirect control techniques). 3 processes that mediate the effects of direct control are described. In both teaching and disciplinary situations, direct control tactics were negatively correlated with children’s school-relevant performance. In addition, children of mothers who used a high proportion of direct control techniques in both situations performed more poorly than children of mothers who relied on a combination of direct and indirect techniques. Direct control tactics were not induced by children’s difficulties during problem-solving tasks, and relationships between these techniques and children’s academic achievement persisted after the effects of socioeconomic status were controlled. Boys appeared to be affected less than girls by maternal directiveness.
Citation: Hess RD, McDevitt TM. Some cognitive consequences of maternal intervention techniques: A longitudinal study. Child Development 1984;55:2017-30.