Howe Nina, Recchia Holly
Department of Education, Concordia University, Montreal, PQ, Canada.
J Fam Psychol. 2005 Dec;19(4):497-502. doi: 10.1037/0893-3200.19.4.497.
Associations between siblings' reciprocal (i.e., play) and complementary (i.e., teaching) interactions in 70 sibling dyads (1st-born siblings' mean age=81.6 months, range=59-119 months; 2nd-born siblings' mean age = 56.1 months, range = 5-79 months) were examined. Dyads participated in 2 sessions (play, teaching) and completed a sibling relationship quality measure. Findings revealed modest associations across play and teaching sessions; for example, greater learner involvement in the teaching task was associated with more collaboration and less negative affect during play. In addition, the 2nd-born's teaching style was related to perceptions of relationship quality. Results indicate that reciprocal and complementary types of interactions may provide important contexts for development of individual differences in dyadic and individual behaviors and may afford opportunities for siblings to influence one another's development.
研究了70对兄弟姐妹二元组（头胎兄弟姐妹平均年龄 = 81.6个月，范围 = 59 - 119个月；二胎兄弟姐妹平均年龄 = 56.1个月，范围 = 5 - 79个月）中兄弟姐妹之间的互惠（即玩耍）和互补（即教导）互动之间的关联。二元组参与了两个环节（玩耍、教导）并完成了一项兄弟姐妹关系质量测量。研究结果显示，玩耍和教导环节之间存在适度关联；例如，学习者在教导任务中的参与度越高，在玩耍期间的合作就越多，负面影响就越少。此外，二胎的教导风格与关系质量的认知有关。结果表明，互惠和互补类型的互动可能为二元组和个体行为中个体差异的发展提供重要背景，并可能为兄弟姐妹相互影响彼此的发展提供机会。
