The interactional teaching patterns of mothers and fathers with their popular, moderately popular, or unpopular children

Maternal warmth as a protective factor against risks associated with peer rejection among children

This study examined the relationship among children's sociometric status, qualities of mother-child interaction, and children's adjustment in first grade. Eighty-one 6-year-old children and their mothers participated in laboratory play interactions the summer before the children entered first grade. The interactions were coded later for warmth and control on the part of both mother and child. During the fall, the first graders were given individual sociometric interviews, and children were classified as popular, average, neglected, and rejected. During the spring, teacher ratings of child behavior problems and child competence were collected. Results showed that although maternal warmth and children's sociometric status were unrelated, both were significantly related to behavior problems and competencies in school. Children who were rejected by their peers and whose interactions with their mothers were low in warmth were rated by teachers as having more behavior problems and as less competent in certain respects than other rejected children; the children characterized by peer rejection and low maternal warmth also gave self-reports of their own social acceptance and cognitive competence that were more discrepant from objective information than did other rejected children. These effects either did not occur or were less pronounced within the group of children who were not rejected by their peers. Results were thus consistent with the idea that high maternal warmth served as a protective factor against adjustment difficulties associated with peer rejection.

A meta-analytic review of gender variations in adults' language use: talkativeness, affiliative speech, and assertive speech

Three separate sets of meta-analyses were conducted of studies testing for gender differences in adults' talkativeness, affiliative speech, and assertive speech. Across independent samples, statistically significant but negligible average effects sizes were obtained with all three language constructs: Contrary to the prediction, men were more talkative (d = -.14) than were women. As expected, men used more assertive speech (d = .09), whereas women used more affiliative speech (d = .12). In addition, 17 moderator variables were tested that included aspects of the interactive context (e.g., familiarity, gender composition, activity), measurement qualities (e.g., operational definition, observation length), and publication characteristics (e.g., author gender, publication source). Depending on particular moderators, more meaningful effect sizes (d > .2) occurred for each language construct. In addition, the direction of some gender differences was significantly reversed under particular conditions. The results are interpreted in relation to social-constructionist, socialization, and biological interpretations of gender-related variations in social behavior.

Child sociometric status and parent behaviors. An observational study

The relationship between parent-child interaction and child sociometric status was examined. Third- and fourth-grade children rated as socially neglected, rejected, or average by both peer and teacher nomination were videotaped working on a task with their parents. Parents of children identified as neglected engaged in fewer overall interactions with their children than parents of both rejected and average children. Mothers of neglected and rejected boys issued more commands than mothers of average children. Fathers of neglected boys issued more negative statements than fathers of either rejected or average children. Moreover, mothers and fathers of neglected and rejected children exhibited greater differences between one another in their use of commands than parents of average children. Mothers and fathers of rejected children exhibited greater differences between parents in their use of questions than parents of neglected or average children. The implications of these findings are discussed.

Parental correlates of socially neglected, rejected, and average children. A laboratory study

The present study examined the relationship between parent-child interaction and a child's social status. A sample of children was screened to identify three groups rated as neglected, rejected, or average by both peer and teacher nomination. Children were observed interacting with their mothers while working on a cooperative task. Parent behaviors were coded for commands, suggestions, explanations, questions, and praise. Results indicated that relative to parents of neglected and rejected children, parents of average youngsters emitted significantly more commands, suggestions, explanations, questions, and praise. These findings suggest that a relationship may exist between parent behavior and children's social status. Implications of these findings are discussed.