Minnesota Symposia on Child Psychology

Minnesota Symposia on Child Psychology: Volume 7

EDITED BY ANNE D. PICK
Copyright Date: 1973
Edition: NED - New edition
DOI: 10.5749/j.ctttsmk0
Pages: 224
https://www.jstor.org/stable/10.5749/j.ctttsmk0
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  • Book Info
    Minnesota Symposia on Child Psychology
    Book Description:

    Minnesota Symposia on Child Psychology: Volume 7 was first published in 1973. This volume continues the series of publications based on material from the papers given at the annual Minnesota Symposia on Child Psychology which are sponsored by the Institute of Child Development at the University of Minnesota. The chapters in this book are based on six papers given at the 1972 symposium. Anne D. Pick, the volume editor, who is Professor Emerita at the Institute of Child Development, provides an introduction. The contents: “The Development of Instrumental Competence through Socialization” by Diana Baumrind, Institute of Human Development, University of California, Berkeley; “A View of Birds” by C. G. Beer, Institute of Animal Behavior, Rutgers University; “Cross-Cultural Studies of Teaching Styles in Four-Year-Olds and Their Mothers” by Norma A. Feshbach, School of Education, University of California, Los Angeles; “The Development of Attention in Children” by John W. Hagen, Department of Psychology, University of Michigan, and Gordon H. Hale, Educational Testing Service, Princeton, New Jersey; “An Information-Processing Approach to the Study of Cognitive Development” by David Klahr, Graduate School of Industrial Administration, Carnegie-Mellon University; “Independent Behavior of the Human Infant” by Harriet L. Rheingold, Department of Psychology, University of North Carolina.

    eISBN: 978-0-8166-6403-0
    Subjects: Psychology

Table of Contents

  1. Front Matter
    (pp. i-iv)
    DOI: 10.5749/j.ctttsmk0.1
  2. Preface
    (pp. v-viii)
    Anne D. Pick
    DOI: 10.5749/j.ctttsmk0.2
  3. Table of Contents
    (pp. ix-2)
    DOI: 10.5749/j.ctttsmk0.3
  4. The Development of Instrumental Competence through Socialization
    (pp. 3-46)
    DIANA BAUMRIND
    DOI: 10.5749/j.ctttsmk0.4

    The major objective of the program of research to be described here is to identify the effects of alternative patterns of parental authority on the development of instrumental competence in the child. Emphasis will be placed on the upbringing of girls to encourage independence. The program of research has been in progress for over a decade. (Detailed presentations of the research data are found in Baumrind [1967, 197la] and Baumrind & Black [1967].)

    The young child’s development is the result neither of spontaneous maturing of inborn capacities nor of automatic adaptation to programed stimuli. It is, rather, the result of increasingly...

  5. A View of Birds
    (pp. 47-86)
    C. G. BEER
    DOI: 10.5749/j.ctttsmk0.5

    Contributing to a volume on child psychology presents a temptation to someone who, like myself, is an ethologist. Ethology purports to be a pure science of animal behavior, yet ethologists are frequently prone to visions of their science in use — applied to understanding of the human condition and the remedying of its ills. Consider the number of ethologists who began their research careers with studies of fish or birds and later moved on, if not to people, at least to primates: Hinde, Morris, Andrew, Eibl-Eibesfeldt, Blurton-Jones, and many others. Lorenz, of course, has always included the human case within...

  6. Cross-Cultural Studies of Teaching Styles in Four-Year-Olds and Their Mothers
    (pp. 87-116)
    NORMA D. FESHBACH
    DOI: 10.5749/j.ctttsmk0.6

    The series of investigations presented in this paper stem from a clinical and research interest in the relationship between parental socialization practices and the child’s functioning in school, and the processes by which the school functions as a socializing agent. A related interest is the role of individual differences in the use of and response to variation in types of reinforcement. The common core of this interest pattern is the interaction between the socialization practices of the home and of the school, with the child being the active mediator between the two. Individual differences in response dispositions among children, resulting...

  7. The Development of Attention in Children
    (pp. 117-140)
    JOHN W. HAGEN and GORDON H. HALE
    DOI: 10.5749/j.ctttsmk0.7

    The ability to attend selectively to critical stimulus features and to ignore others is an integral part of the learning process, and it is necessary to understand the development of this ability in order to establish an adequate model of children’s learning and thinking. We have examined the development of selective attention through research on children’s incidental learning — that is, the acquisition of information that is extraneous or irrelevant to task performance. The original research paradigm was derived from Broadbent’s model (1958), which states that a filtering mechanism causes certain information in a subject’s environment to be attended to...

  8. An Information-Processing Approach to the Study of Cognitive Development
    (pp. 141-177)
    DAVID KLAHR
    DOI: 10.5749/j.ctttsmk0.8

    The purpose of this paper is to describe both the general features and some specific examples of an information-processing approach to the study of cognitive development. Our work represents an attempt to apply the theoretical and methodological approach of Newell and Simon to the complex problems raised by empirical work in the Piagetian tradition. The general paradigm is to formulate precise models of performance of the organism at two different levels of development, and then to formulate a model for the transition or developmental mechanisms.

    The guidelines for this sort of research were sketched by Simon (1962, pp. 154–155):...

  9. Independent Behavior of the Human Infant
    (pp. 178-204)
    HARRIET L. RHEINGOLD
    DOI: 10.5749/j.ctttsmk0.9

    This paper places a new construction on current views of infant behavior, especially of the infant’s social behavior. I propose that some of the infant’s behavior heretofore treated as dependence qualifies as the opposite — independence.

    I hold no brief for the termsdependenceandindependence. Indeed, a salutary outcome of the evidence here presented and weighed would be the abandoning of these terms in favor of a more precise delineating of the behaviors that compose them. However, to draw attention to an important but ignored characteristic of the infant and young child’s behavior, I shall present the argument within...

  10. LIST OF CONTRIBUTORS
    (pp. 205-208)
    DOI: 10.5749/j.ctttsmk0.10
  11. INDEX
    (pp. 209-214)
    DOI: 10.5749/j.ctttsmk0.11