Introduction to the special section: studying intergenerational continuity and the transfer of risk.

This special section, "Longitudinal Studies of Intergenerational Continuity and the Transfer of Psychosocial Risk," examines the continuity of behavior across generations and the processes whereby parental characteristics, history, and experiences may place offspring at risk for various social, psychological, and health problems. The 8 prospective longitudinal studies in this section were initiated during the childhood of the parental generation and followed these individuals over time to the formation of new families. Topics include prediction of aggression, difficult temperament, social withdrawal, smoking, low academic achievement and high school dropout, adolescent parenthood, problematic fertility and birth circumstances, spousal violence, and problematic parenting practices. Predictors of successful adaptation to high-risk backgrounds and environments are examined, with an emphasis on protective factors and multiple determinants of outcomes.

Intergenerational transfer of psychosocial risk in women with childhood histories of aggression, withdrawal, or aggression and withdrawal.

Intergenerational transfer of risk between mothers and children, based on mothers' childhood aggression and social withdrawal, was examined in an inner-city sample. Each of the 3 studies reported involved a subset of the 909 female participants in the Concordia Longitudinal Risk Project, initiated when the participants were of school age. Using medical records, Study 1 (n = 853) focused on prediction of teen motherhood, delivery complications during childbirth, multiparity, and close spacing of births. Study 2 (n = 428) examined pathways to school dropout and teen parenthood. Study 3 (n = 89) involved prediction of observed parent and child behavior from mothers' childhood characteristics. Mothers' childhood aggression was consistently predictive of negative outcomes in each area of intergenerational risk, especially when combined with social withdrawal and low levels of academic achievement. Education was protective: Mothers' years of schooling predicted positive outcomes.

Longitudinal study of early childhood injuries and acute illnesses in the offspring of adolescent mothers who were aggressive, withdrawn, or aggressive-withdrawn in childhood.

In a 15-year longitudinal study, the medical records of 94 children whose adolescent mothers had childhood histories of aggressive, withdrawn, aggressive-withdrawn, or normative (nondeviant) social behavior were examined. The children's annual rates of visits to the emergency room (ER) and to nonemergency medical facilities, post-ER hospitalizations, diagnoses of injuries, acute illness and infection, asthma, and emergency surgical consultations were examined between birth and 48 months of age. Group differences were found for the annual rate at which children were brought to the ER and for injury-related post-ER hospitalizations. Sons of women in the aggressive group and both sons and daughters of women in the aggressive-withdrawn group had elevated and distinctive profiles in respect to specific emergency diagnostic and treatment variables compared with children of women in the nondeviant group.

The development of sex typing in middle childhood.

The present study examined the development of sex typing during middle childhood, using a sample of 558 children aged 5-12 years. The purpose of the study was to provide information about the developmental course and stability of various aspects of sex typing during this period and to examine the relative contributions of cognitive and environmental factors to sex-role development. Multiple measures of sex typing were obtained, including indices of personal preference, knowledge of stereotypes, and flexibility in the domains of activities, occupations, and traits. We also collected information about the child's cognitive maturity, exposure to sex-typed models at home, and socioeconomic status. Results supported the need for an integrative theory of sex-role development, incorporating factors emphasized by cognitive-developmental, schematic-processing, and social learning theories. Knowledge of stereotypes, flexibility, and sex-typed personal preferences all increased with age during middle childhood. There were also individual differences in sex typing that were stable over a 1-year period. Distinct "cognitive" and "affective" aspects of sex typing were identified using a principal components analysis. Cognitive elements (flexibility and knowledge of stereotypes) were largely a function of the child's cognitive maturity level, although social-environmental factors such as father's presence in the home also had some effect. Affective elements (sex-typed preferences for activities, occupations, and peers), on the other hand, were related more consistently to sex typing of the home environment. Children whose mothers frequently modeled "reversed" sex-role behaviors (i.e., traditionally "masculine" household and child-care tasks) were less sex typed in their own preferences. However, cognitive factors were also important, in that children who believed gender stereotypes to be flexible were less sex typed in their choices of activities, occupations, and peers. In sum, both cognitive maturation and socialization experiences contribute to the development of sex typing during middle childhood. Potential practical implications of these findings, as well as implications for stereotyping in other social domains such as race and ethnicity, are discussed.

The social behavior of peer-identified aggressive, withdrawn, and aggressive/withdrawn children.

The behavioral patterns associated with peer ratings of aggression and withdrawal were explored. First, a discriminant function analysis (N = 74) using seven observational variables was found to significantly identify groups of Aggressive, Withdrawn, and Contrast fourth- and fifth-grade girls and boys. Aggressive/Withdrawn children were not distinguishable from Contrasts. In subsequent analyses comparing the behaviors of children in the four groups at two schools (total N = 117), children in the Aggressive and Withdrawn groups each showed distinctive patterns of social behavior, which were consistent across the two schools. The behavior of the Aggressive/Withdrawn children was not significantly different from that of Contrast children. However, results from one school suggested that Aggressive/Withdrawn children may receive a disproportionate amount of aggression from peers. Finally, the behavior patterns displayed by the deviant groups were similar for girls and boys, allowing for sex differences in base rates of playground behavior. These results confirm the observability of peer-identified patterns of aggression and withdrawal, and provide a detailed description of the behavior of such children in a free-play situation.

[The evaluation of difficult children.]. / L'évolution des enfants difficiles.

In this article, the authors discuss a study carried out during a Concordia Longitudinal Risk Project that deals with the adjustment of socially atypical children in their adolescent years. More precisely, they try to answer the following question : What child behaviors and which tangents of their development lead to major psychological problems as an adolescent and as an adult? After a complex analysis of various factors, their results indicate that children perceived as aggressive, keeping to themselves or often aggressive and keeping to themselves because of peer pressure, are liable to have problems in their adolescent years. The authors then elaborate on the difficulties experienced by each of these three groups.

Developmental education for parents of delayed infants: effects on parental motivation and children's development.

This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children.

Mothers' perceptions of the behavior and problem-solving skills of their developmentally delayed sons.

Mothers of 17 developmentally delayed preschool boys and 17 age-matched control boys were asked to predict how well their sons would score on the Preschool Embedded Figures Test, to estimate "the average child's" score on the test, and to evaluate their son's attentiveness and cooperation during testing. Mothers of delayed boys were found to hold an idealized view of "the average child's" problem-solving skills, were significantly less accurate than were mothers of control boys in predicting their sons' level of performance, and tended to rate their sons as less cooperative and attentive than the boys were rated by an independent observer. The impact of such distortions in maternal perceptions and expectations were discussed.

Sex-typing of play and psychological adjustment in young children: an empirical investigation.

Traditional assumptions that sex-role conformity is positively related to psychological adjustment in young children have not, to date, been examined empirically. Seventy-four preschool children, 37 boys and 37 girls aged 3 to 5, were observed over a 3-month period to determine their frequency of play in male and female sex-typed activities during the freeplay period in their classrooms. Teacher ratings on the Kohn and Rosman Symptom Checklist and Social Competence Scale were correlated with individuals' rates of play in male and female preferred activities (M and F scales, respectively). Results indicated that boys' play with male-preferred toys was related to high scores on the "aggression/defiance" dimension of the Symptom Checklist, while boys who scored highly on play in female-preferred activities received high scores on the Social Competence dimension labeled "conforming to classroom rules." For girls, play with male-preferred toys was negatively related to the "apathy/withdrawal" dimension of the Symptom Checklist. These results do not confirm the hypothesis that sex-typed behavior is positively related to adjustment, and they suggest that for both sexes, play in opposite sex-typed activities may contribute positively to children's social and academic functioning in the classroom.

Developmental trends in the processing of multidimensional stimuli.

The ability to process variations in two dimensions of a visual stimulus as efficiently as variations in one dimension was examined in a choice--reaction-time paradigm. Kindergarten children (N = 23), second graders (N = 37), fourth graders (N = 36), and college students (N = 29) were asked to determine which of three simultaneously presented geometric stimuli was different from the other two. The number of dimensions on which the different stimulus was unlike the other two was varied. Sets of trials were also either homogeneous or heterogeneous with respect to the type of dimensional variation presented in the set. The results indicated a developmental change, which is essentially complete by ten years of age, from serial to parallel processing of dimensions.

Responses of boys and girls to aggressive, assertive, and passive behaviors of male and female characters.

Boys and girls in grades 4, 6, and 8 answered five questions after reading stories in which a male or female character behaved aggressively, assertively, or passively. As hypothesized, the results indicated differential degrees of approval for aggressive, assertive, and passive behavior depending upon the sex of the character engaged in the behavior. Boys and girls also responded in different ways to the three types of behavior. Developmental trends indicated an increasingly positive evaluation of the effectiveness of passive behavior by females and an increasingly negative evaluation by males with age. The implications for the acquisition of sex-stereotyped behavior patterns are discussed.

Training visual-spatial ability in EMR children.

Educable mentally retarded children were randomly assigned to either a visual-spatial training condition or a control group. The children who received training showed a gain from pretest to posttest on the Children's Embedded Figures Test that corresponds to approximately 4 years of maturation in nonretarded children. The performance of the children in the control group on the posttest was not significantly different from their performance on the pretest. Correlations between measures of visual-spatial ability and the employment adjustment of retarded persons obtained by other investigators suggest the potential importance of developing the visual-spatial skills of this population.

Sex-related differences in response to practice on a visual-spatial test and generalization to a related test.

93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception.

Effects of social reinforcement for visual attention on classroom learning by disadvantaged preschoolers.

To investigate the relationship between visual attention and classroom learning in a disadvantaged preschool population students' attending was experimentally maintained at high levels, using a social reinforcement procedure, and recall of visual and auditory educational materials was examined. Subjects were 16 white children of low income whose mean age was 5.1 yr. and who were students at a Head Start center. A two-group, randomized-blocks design was employed. Reinforcement of attending resulted in greater recall of auditory stimuli by experimental subjects, while a decline was found in recall performance by control subjects. Recall of visual material was not significantly affected by the treatment. Correlations between attending and both auditory and visual recall were statistically significant.