Bus A G, van Ijzendoorn M H
Department of Education, University of Groningen, the Netherlands.
J Genet Psychol. 1988 Jun;149(2):199-210. doi: 10.1080/00221325.1988.10532153.
The relationship between quality of attachment in infancy and preschooler's reading interests and skills was explored. At 24 months, 77 children and their mothers were tested using the Strange Situation procedure. In a follow-up study 3 years later, 65 mothers completed a questionnaire about the reading interests and skills of their children. Preschool teachers completed a questionnaire about preparatory reading instruction, and the children's intelligence was measured with the Leiden Diagnostic Test. After 3 years, the securely attached children showed more interest in written material than did the insecurely attached children, regardless of their intelligence and the amount of preparatory reading instruction.
研究了婴儿期依恋质量与学龄前儿童阅读兴趣和技能之间的关系。在24个月大时，对77名儿童及其母亲采用陌生情境程序进行测试。3年后的一项后续研究中，65名母亲完成了一份关于其孩子阅读兴趣和技能的问卷。幼儿园教师完成了一份关于学前阅读指导的问卷，并用莱顿诊断测试测量了儿童的智力。3年后，安全型依恋的儿童比不安全型依恋的儿童对书面材料表现出更大的兴趣，无论他们的智力水平和学前阅读指导的量如何。
