Beckwith L, Rodning C, Cohen S
Department of Pediatrics, University of California, Los Angeles 90024-7033.
Child Dev. 1992 Oct;63(5):1198-208. doi: 10.1111/j.1467-8624.1992.tb01689.x.
Patterns in mother-child interaction from infancy to age 12 were investigated in a prospective, longitudinal study of 44 English-speaking mothers and their preterm children. Maternal responsiveness was assessed by home observations during infancy and the Family Interaction Q-Sort at age 12, derived from 2 structured laboratory situations requiring cooperation of mother and child. A cluster of maternal behaviors of critical control toward the toddler was assessed at age 2 years. Children of mothers who were consistently more responsive during both infancy and early adolescence, as well as children whose mothers became more responsive by age 12, achieved higher IQ and arithmetic scores, had more positive self-esteem, and their teachers reported fewer behavioral and emotional problems than children of mothers who were consistently less responsive both during infancy and at age 12. Continuity in parenting behaviors was related to control and criticism beginning in the toddler period and not to degree of responsiveness to the infant.
在一项针对44位讲英语的母亲及其早产子女的前瞻性纵向研究中，对从婴儿期到12岁的母婴互动模式进行了调查。通过婴儿期的家庭观察以及12岁时的家庭互动Q分类法来评估母亲的反应性，该分类法源自两个要求母亲和孩子合作的结构化实验室情境。在孩子2岁时评估了母亲对幼儿的一系列关键控制行为。在婴儿期和青春期早期母亲始终反应更积极的孩子，以及母亲在12岁时变得更积极反应的孩子，其智商和算术得分更高，自尊更积极，并且他们的老师报告说，与在婴儿期和12岁时母亲始终反应较不积极的孩子相比，他们的行为和情绪问题更少。育儿行为的连续性与幼儿期开始的控制和批评有关，而与对婴儿的反应程度无关。
