Scott, Brittany Eve (2011) Comparing Older and Younger Siblings’ Teaching Strategies and their Use of Internal State Language during Naturalistic Home Observations. Masters thesis, Concordia University.
- Accepted Version
The bidirectional nature of siblings’ influence on each other’s cognitive development was examined within the context of naturalistic teaching. The purpose of the present study was to compare 38 sibling dyads from four to seven years of age on measures of teaching strategies, initiation of teaching, learner’s response to teaching, and children’s use of internal state language. Pearson correlations revealed that the older sibling’s age was not related to these variables, while younger siblings’ age was negatively associated with their use of positive feedback. No gender effects were found using a series of t-tests. A repeated measures ANOVA was used to compare older and younger siblings’ teaching strategies. Results indicated that older siblings used more demonstration, positive feedback and negative feedback compared to younger siblings during teaching. Significant main effects were found for children’s use of internal state language, who initiated teaching, and learner response. Overall, both siblings’ referenced more goals than cognitions during teaching. Furthermore, the majority of sibling teaching sequences were initiated by the teacher rather than requested by the learner. Older siblings’ references to cognitions were positively associated with younger siblings’ active involvement and younger siblings’ use of planning was positively correlated with their older siblings’ active involvement. These findings have a number of implications for understanding how siblings contribute to each other’s social-cognitive development.
|Divisions:||Concordia University > Faculty of Arts and Science > Education|
|Item Type:||Thesis (Masters)|
|Authors:||Scott, Brittany Eve|
|Date:||14 September 2011|
|Thesis Supervisor(s):||Howe, Nina|
|Keywords:||Sibling Teaching Internal State Language|
|Deposited By:||BRITTANY SCOTT|
|Deposited On:||21 Nov 2011 13:16|
|Last Modified:||10 Jan 2012 13:16|
Azmitia, M., & Hesser, J. (1993). Why siblings are important agents of cognitive
development: A comparison of siblings and peers. Child Development, 64,
Brody, G. H., Stoneman, Z., & MacKinnon, C. E. (1982). Role asymmetries in
interactions among school-aged children, their younger siblings, and their friends.
Child Development, 53, 1364-1370. doi:10.2307/1129027
Carpendale, J. I. M., & Lewis, C. (2004). Constructing an understanding of mind: The
development of children’s social understanding within social interaction.
Behavioral and Brain Sciences, 27, 79-151.
Della Porta, S., Howe, N., & Ross, H. (2011, June). Sibling teaching during naturalistic
home observations. Paper presented at the meeting of Jean Piaget Society, Berkley, CA.
Dunn, J. (1983). Sibling relationships in early childhood. Child Development, 54, 787-
Dunn, J. (1988). Sibling influences on childhood development. Journal of Child Psychology and Psychiatry, 29, 119-127. doi:10.1111/j.1469-7610.1988.tb00697.x
Dunn J. (2007). Siblings in socialization. In J. E. Grusec & P.D. Hastings (Eds.),
Handbook of socialization: Theory and research (pp. 309-327). New York:
Dunn, J., Brown, J., & Beardsall, L. (1991). Family talk about feeling states and
children's later understanding of others' emotions. Developmental Psychology,
27, 448-455. doi:10.1037/0012-1622.214.171.1248.
Howe, N., Brody, M., & Recchia, H. (2006). Effects of task difficulty on sibling teaching in middle childhood. Infant and Child Development, 15, 455-470. doi:10.1002/icd.470
Howe, N., Petrakos, H., & Rinaldi, C. M. (1998). 'All the sheeps are dead. He murdered them': Sibling pretense, negotiation, internal state language, and relationship quality. Child Development, 69, 182-191. doi:10.2307/1132079
Howe, N., & Recchia, H. (2009). Individual differences in sibling teaching in early and middle childhood. Early Education and Development, 20, 174-197.
Howe, N., Recchia, H., Della Porta S., & Funamoto A. (in press) “The driver doesn’t sit, he stands up like the Flintstones!” Sibling teaching during teacher-directed and self-guided tasks. Cognition and Development.
Howe, N., Ross, H., & Recchia, H. (2011). Sibling relations in early childhood. In C. Hart, & P.K. Smith (Eds.). Wiley-Blackwell Handbook of Childhood Social Development (Second edition, pp. 356-372). Malden, MA: Blackwell. doi: 10.1002/9781444390933.ch19
Hughes, C., & Dunn, J. (1998). Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037. doi:10.1037/0012-16126.96.36.1996
Jenkins, J. M., Turrell, S. L., Kogushi, Y., Lollis, S., & Ross, H. S. (2003). A longitudinal
investigation of the dynamics of mental state talk in families. Child Development, 74, 905-920. doi:10.1111/1467-8624.00575
Klein, P. S., Feldman, R., & Zarur, S. (2002). Mediation in a sibling context: The relations of older siblings' mediating behavior and younger siblings' task performance. Infant and Child Development, 11, 321-333. doi:10.1002/icd.261
Maynard, A. E. (2004). Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home. Cognitive Development, 19, 517-535. doi:10.1016/j.cogdev.2004.09.005
Palinscar, A.S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.
Povinelli, D.J., & de Bois, S. (1992). Young children’s (Homo sapiens) understanding of knowledge formation in themselves and others. Journal of Comparative Psychology, 106, 228-238.
Recchia, H. E., Howe, N., & Alexander, S. (2009). “You didn't teach me, you showed me”: Variations in sibling teaching strategies in early and middle childhood. Merrill-Palmer Quarterly, 55, 55-78. doi:10.1353/mpq.0.0016
Raven, B. H., Schwarzwald, J., & Koslowsky, M. (1998). Conceptualizing and measuring a power interaction model of interpersonal influence. Journal of Applied Social Psychology, 28, 307-332.
Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 679-744). NY: John Wiley.
Ross, H. S., Filyer, R. E., Lollis, S. P., Perlman, M., & Martin, J. L. (1994). Administering justice in the family. Journal of Family Psychology, 8, 254-273. doi:10.1037/0893-3188.8.131.52
Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development, 17, 1473-1487. doi:10.1016/S0885-2014(02)00128-4
Vygotsky, L. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard Press.
Wood, D., Wood, H., Ainsworth, S., & O'Malley, C. (1995). On becoming a tutor: Toward an ontogenetic model. Cognition and Instruction, 13, 565-581. doi:10.1207/s1532690xci1304_7
Ziv, M., & Frye, D. (2004). Children's understanding of teaching: The role of knowledge
and belief. Cognitive Development,19, 457-477.
Repository Staff Only: item control page
Downloads per month over past year