DYADIC SYNCHRONY IN MOTHER-CHILD INTERACTION - RELATION WITH CHILDRENS SUBSEQUENT KINDERGARTEN ADJUSTMENT

被引：83

作者：

HARRIST, AW

PETTIT, GS

DODGE, KA

BATES, JE

机构：

[1] AUBURN UNIV,DEPT FAMILY & CHILD DEV,AUBURN,AL 36849

[2] VANDERBILT UNIV,DEPT PSYCHOL & HUMAN DEV,NASHVILLE,TN 37203

[3] INDIANA UNIV,DEPT PSYCHOL,BLOOMINGTON,IN 47405

来源：

FAMILY RELATIONS | 1994年 / 43卷 / 04期

关键词：

D O I：

10.2307/585373

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This study examines the utility of a dyadic conceptualization of parent-child interaction. Thirty kindergarteners were observed at home for 4 hours. Each mother-child interaction was rated in terms of the dyadic interaction style exhibited. These patterns were used to predict school adjustment rated by teachers, peers, and observers. Positive adjustment was predicted by high levels of positive synchrony, low levels of nonsynchrony, and low levels of negative synchrony in mother-child interaction.

引用

页码：417 / 424

页数：8

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