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Using Multivariate Statistics

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Attachment--and loss.

This prospective longitudinal study assessed children's and mothers' productive vocabulary and mothers' verbal responses to children's exploratory and vocal behavior in spontaneous speech, and evaluated multiple relations in those measures in two contexts (play and mealtimes) at two child ages (13 and 20 months). Continuity, stability, and several models of concurrent and lagged child-mother correspondences were evaluated. Child and mother vocabulary increased across the second year, but did so differently in the two contexts; vocabulary of both showed significant stability of individual variation across context and age. Developmental change in maternal verbal responses predicted child vocabulary (maternal vocabulary did not), and developmental change in child vocabulary predicted maternal responses. The results support a model of specificity in mother-child language exchange and child vocabulary growth.

First words in the second year: Continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context

Handbook of Parenting : Volume 4 Social Conditions and Applied Parenting

Knowledge of child rearing and child development is relevant to parenting and the well-being of children. Using a sociodemographically heterogeneous sample of 268 European American mothers of 2-year-olds, we assessed the state of mothers' parenting knowledge; compared parenting knowledge in groups of mothers who varied in terms of parenthood and social status; and identified principal sources of mothers' parenting knowledge in terms of social factors, parenting supports, and formal classes. On the whole, European American mothers demonstrated fair but less than complete basic parenting knowledge; age, education, and rated helpfulness of written materials each uniquely contributed to mothers' knowledge. Adult mothers scored higher than adolescent mothers, and mothers improved in their knowledge of parenting from their first to their second child (and were stable across time). No differences were found between mothers of girls and boys, mothers who varied in employment status, or birth and adoptive mothers. The implications of variation in parenting knowledge and its sources for parenting education and clinical interactions with parents are discussed.

/pdf/parenting-knowledge-experiential-and-sociodemographic-29h6g8orz7.pdf

Parenting knowledge: experiential and sociodemographic factors in European American mothers of young children.

The early noncry vocalizations of infants are salient social signals. Caregivers spontaneously respond to 30%-50% of these sounds, and their responsiveness to infants' prelinguistic noncry vocalizations facilitates the development of phonology and speech. Have infants learned that their vocalizations influence the behavior of social partners? If they have, infants should show an extinction burst in vocalizing when adults temporarily stop responding to infant vocalizations. Thirty-eight 5-month-olds were tested in the still-face paradigm with an unfamiliar adult. When the adult assumed a still face, infants showed an extinction burst. Thus, 5-month-olds have learned the social efficacy of their vocalizations on caregivers' behavior. Furthermore, the magnitude of 5-month infants' extinction bursts predicted their language comprehension at 13 months.

/pdf/the-value-of-vocalizing-five-month-old-infants-associate-4kduyf6z23.pdf

Marc H. Bornstein

Papers

First words in the second year: Continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context

Handbook of Parenting : Volume 4 Social Conditions and Applied Parenting

Parenting knowledge: experiential and sociodemographic factors in European American mothers of young children.

The value of vocalizing: five-month-old infants associate their own noncry vocalizations with responses from caregivers.

Maternal Responsiveness: Characteristics and Consequences