Douglas B. Sawin

Children's Privacy in the Home Developmental, Ecological, and Child-Rearing Determinants

Developmental and ecological determinants of childrens use of privacy markers (such as closed doors) and rules (such as knocking and access limitations) in the home environment were investigated. Childrens chronological age was consistently related to increases in privacy, though physical maturity accounted for a large portion of the age trends. Both age and sex effects were modified by situational factors such as the nature of the personal activity being engaged in and the sex of the parent or sibling seeking access to the area. Other modifying variables included the size of the home (less privacy is afforded children in smaller homes with fewer facilities); family density (higher levels of privacy are associated with high- and low-density homes and less privacy use was found in moderately dense homes); and, finally, mothers child-rearing practices (such as restrictive, coercive mothers exercise more control over childrens privacy habits. The implications for the development of privacy behavior, as well as the modifying impact of ecological and contextual factors on the development of childrens social behavior, were discussed.

The fantasy-reality distinction in televised violence: Modifying influences on children's aggression

Abstract Fifth-grade and kindergarten boys and girls were exposed to a violent televised episode that was introduced as a fictional portrayal (fantasy condition) or as a news broadcast (reality condition). Additional groups were given no information (no-instructional-set condition) about the violent stimulus or were not exposed to the violent episode (no-TV condition). Aggressive responses and helping responses were recorded immediately following exposure. Boys were most aggressive in the reality and no-TV conditions. They were less aggressive in the noinstructional-set condition and least aggressive in the fantasy condition. In almost direct contrast, girls were most aggressive in the fantasy and no-instructional-set conditions and least aggressive in the reality and no-TV conditions. A posteriori analyses of this interaction effect revealed that girls were less aggressive than boys in the no-TV condition and in the reality condition, but not in the fantasy condition nor the no-instructional-set condition. These effects held for both older and younger children.

Enhancing responsiveness in mother-infant interaction

Thirty mothers of female newborn infants were assigned to one of three treatment groups to assess the effects on maternal and infant responsiveness of an early intervention designed to familiarize mothers with the capabilities and individual characteristics of their infants. In one treatment group, each mother observed the administration of the Brazelton Neonatal Assessment Scale to her infant and was provided with an explanation of each item on the scale and her infants responses. The mothers in a second group were provided with the same individualized explanation about the scale items and their infants responses, but did not observe these events. A third group of mothers, which served as the control group, was given individual instruction on infant furnishings. Changes in maternal-infant interaction, as measured on the AMIS scale, were assessed in all three groups. Maternal responsiveness was enhanced significantly in the “show and tell” group, but not in the “tell only” group, although infant responsiveness was enhanced significantly in both treatment groups.

Inconsistent discipline of aggression in young boys

Abstract Two studies assessed the effects of interagent, inconsistent discipline on aggression in young boys. One agent responded to hitting behavior with verbal disapproval while another agent responded with verbal approval. In Experiment 1, the frequencies of hitting responses of first- and second-grade boys were examined under four schedules of adult reactions: (1) consistent disapproval; (2) consistent ignoring: (3) consistent approval; and (4) inconsistent discipline (approval from one agent and disapproval from the other). Aggressive responding was least frequent when met with consistent disapproval whereas the frequency of hitting responses in the inconsistent discipline condition was not different than that in the consistent approval and ignore conditions. In Experiment 2, the frequencies of hitting responses were examined under a schedule of consistent disapproval following a brief schedule of either: (1) inconsistent discipline; (2) consistent approval; or (3) consistent ignoring. Hitting behavior during consistent disapproval was greatest following a period of inconsistent discipline and least frequent following a history of consistent ignoring. These findings replicate the results of correlational field studies of the relation between inconsistent discipline and aggression in boys. In addition, these experimental studies demonstrate a causal link and the direction of effects between these variables.

What do you do after you say hello? Observing, coding, and analyzing parent-infant interactions

Procedures for observing, coding, and analyzing parent-infant interactions are described. Sample data are presented to illustrate the outcome of these procedures and the manner in which developmental issues can be addressed using the hardware and software systems described.