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The interactional teaching patterns of 36 fathers and mothers with their 6-yearold sons and daughters were studied. Parents were asked to play with their child using a jigsaw puzzle and to teach the child to remember 24 picture cards that could be divided into conceptual categories. It was found that parents' fnstruc-A tional behaviors did not differ as a function or their own sex but rather on tljs ' basis of their cmto s sex Barents attempted to teach their sons more general "problem-solving strategies and were both more directive and more approving or disapproving of their sons than of their daughters. Parents interacted with their daughters in a more cooperative, concrete, and specific fashion, and daughters were given more feedback about their performance. In addition, the teaching interaction was found to be effective in helping the child remember more items than they recalled without training. Several explanations for these sex of child effects were proposed.

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