Marturano E M
Child Psychiatry Hum Dev. 1981 Spring;11(3):186-97. doi: 10.1007/BF00709383.
The effects of school attendance on the behavior orientation patterns exhibited by children at kindergarten entrance were examined by contingency analysis of videotaped behaviors observed during the first and the seventh month of school attendance. Results indicated that the dependency relations between motor areas do not change from the first to the seventh month, and that behaviors oriented to physical stimuli are organized in two broad patterns which remain unchanged. Teacher-oriented behaviors form a pattern of inactive attention which becomes more pronounced during the seventh month, and seem to be negatively related with work behaviors. Behaviors directed to peers are the most subject to changes during the school year, and tend to overlap with work behaviors in mixed patterns. The patterns which emerge in the second observation period indicate more active social contacts with peers in the seventh school month. They suggest also a progressive differentiation between patterns of social interaction and attention patterns.
通过对入学第一个月和第七个月观察到的录像行为进行列联分析，研究了入学对儿童入园时表现出的行为取向模式的影响。结果表明，运动区域之间的依赖关系从第一个月到第七个月没有变化，并且针对身体刺激的行为以两种广泛的模式组织，且保持不变。以教师为导向的行为形成一种不活跃的注意力模式，在第七个月变得更加明显，并且似乎与工作行为呈负相关。指向同伴的行为在学年中变化最大，并且倾向于以混合模式与工作行为重叠。在第二个观察期出现的模式表明，在第七个上学月与同伴的社交接触更加活跃。它们还表明社交互动模式和注意力模式之间的逐渐分化。
