Lyons-Ruth K, Easterbrooks M A, Cibelli C D
Harvard Medical School, Cambridge Hospital, Massachusetts 02139, USA.
Dev Psychol. 1997 Jul;33(4):681-92. doi: 10.1037//0012-1649.33.4.681.
The predictive relations between assessments in infancy and parent- and teacher-reported behavior problems at age 7 were investigated within a low-income sample. Infancy assessments indexed family adversity, parent-infant interaction at home, infant attachment, infant anger-distress at home, gender, and cognitive functioning. Among children at age 7 identified by teachers as highly externalizing, 83% were both disorganized in their attachment behavior in infancy and below the national mean in mental development scores at 18 months, compared with 13% of nonexternalizing children. Avoidant attachment behavior in infancy was associated with later internalizing symptoms rather than with externalizing symptoms. The behavior problem data reported by mother suggested the possibility of attachment-related biases in maternal report data. The results indicate that child mental lag in the context of a disorganized attachment relationship constitutes 1 early step on the pathway to school-age externalizing behavior.
在一个低收入样本中，研究了婴儿期评估与7岁时家长和教师报告的行为问题之间的预测关系。婴儿期评估指标包括家庭逆境、家庭中的亲子互动、婴儿依恋、婴儿在家中的愤怒苦恼、性别和认知功能。在教师认定为高度外化的7岁儿童中，83%在婴儿期的依恋行为混乱，且在18个月时的心理发展得分低于全国平均水平，而非外化儿童的这一比例为13%。婴儿期的回避型依恋行为与后期的内化症状相关，而非外化症状。母亲报告的行为问题数据表明，母亲报告数据中可能存在与依恋相关的偏差。结果表明，在混乱的依恋关系背景下儿童的心理滞后是通往学龄期外化行为途径上的早期步骤之一。
