Interaction of Mothers and Children from Lower-Class Families

Walters, James; Connor, Ruth I.; Zunich, Michael

doi:10.2307/1126706

Cited by 5 publications

(6 citation statements)

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“…The small amount of contact between parent and child with many siblings seemed to explain in part Nisbet's (1961) finding that a large family is a handicap to verbal development. Walters, Connor, and Zunich (1964) supported the same hypothesis of significantly fewer interactions between lower class mothers and children than between mothers and children in other social groups, on the basis of an experimental study of the observed facilitatinginhibiting behaviors used by lower class mothers in the guidance of their preschool children. Although the authors' categories did not differentiate between verbal and nonverbal interactions, the lack of communication between mother and child was clear.…”

Section: Effects Of Family Interactionssupporting

confidence: 60%

Language Development in Socially Disadvantaged Children

Raph¹

1965

Review of Educational Research

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Section: Effects Of Family Interactionssupporting

confidence: 60%

Language Development in Socially Disadvantaged Children

Raph¹

1965

Review of Educational Research

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“…Rather than testing Hypothesis a, many past studies have assumed its validity and thus have taken social class indices as a convenient, if somewhat rough, index of differences in the pattern and type of communicative interaction. Much of the evidence of social class differences in parent-child interaction has been subjective, nonquantitative, and/or based upon questionnaire or interview responses rather than observation of actual social interaction (e.g., Bossard, 1945;Brandis & Henderson, 1970;Bronfenbrenner, 1958;Higgins, 1973;Keller, 1962;Marge, 1965;Miller, 1958;Milner, 1951;Pavenstedt, 1965;Walters, Connor, & Zunich, 1964).…”

Section: Why Study Social Class Differences?mentioning

confidence: 99%

Social class differences in verbal communicative accuracy: A question of which question?

Higgins¹

1976

Psychological Bulletin

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Previous studies on this issue are examined to determine which communication task and social class sample variables increase the likelihood of finding social class differences in communicative accuracy. The most critical factors appear to be (a) a communication task sensitive to possible social class differences in vocabulary or perceptual skills; (b) a communication situation that does not reflect normal conversation; (c) differences between the social class samples in IQ or formal education; (d) a lower-lower-class sample. The drawbacks of focusing only on social class, rather than on possible mediating social processes, are discussed. Social class differences in communicative accuracy were found to be greater than race or sex differences and comparable to small age differences. No clear conclusions could be drawn about how social class differences in communication skills vary as a function of age or about whether within-class communication is more effective than between-class communication. Little support was found for hypothesized social class differences in verbal communicative style. The issue of the representativeness of past studies, which have involved restricted communication situations, is discussed. I wish to thank Curtis Banks, Dell Hymes, Lorraine Rocissano, Diane Ruble, Mark Zanna, and Sam Glucksberg for their helpful comments, suggestions, and constructive criticisms, I also wish to express my special debt to Robert Krauss for his guidance and suggestions at various stages in writing this paper.Requests for reprints should be sent to E.

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“…Hess and Shipman (1965) found middle c1ass Negro mothers were more likely to praise and show affection to their chi1d and less likely to criticize than were lower class Negro mothers. Walters, Connor and Zunich (1964) Hess and Shipman (1965) and Walters et al (1964). …”

Section: Social Classmentioning

confidence: 99%

“…The mother's subsequent behavior was then observed (Hilton, 1967;Merrill, 1946;Walters et al, 1964 She found, regardless of birth order, that mothers of children in the failure condition changed their ratings to a more negative eva1uation significant1y more often than mothers of chi1dren in the success condition.…”

Section: Change Of Expectancymentioning

confidence: 99%

Maternal Expectation and the Mother-Child Interaction

Mandelcorn

Pihl

1980

Psychol Rep

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Thirty-seven girls and thirty-seven boys, all nine years of age, were observed with their mothers in an interaction situation involving several achievement tasks.Measures were obtained of mothers' expectations for the.ir children before and during the interaction session. Mothers' behavior was rated on a number of different scales.Halfway through the experiment mothers' expectations were rnanipulated positively or negatively. Expectancy was found to be a diverse concept. Sex differences were found both in mothers' expectations and in the behavioral expression of these expectations. Experimental manipulation of their expectancy produced significant changes in mothers' expectations, attitudes and behavior with their children.

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Interaction of Mothers and Children from Lower-Class Families

Cited by 5 publications

References 0 publications

Language Development in Socially Disadvantaged Children

Language Development in Socially Disadvantaged Children

Social class differences in verbal communicative accuracy: A question of which question?

Maternal Expectation and the Mother-Child Interaction

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