Authoritative parenting and parental support for children's cognitive development.

2012 ◽  
pp. 211-233 ◽  
Author(s):  
Mary Gauvain ◽  
Susan M. Perez ◽  
Heidi Beebe
Keyword(s):  
Cognitive Development ◽  
Parental Support ◽  
Authoritative Parenting

scholarly journals The Threshold Hypothesis revisited: Bilingual lexical knowledge and non-verbal IQ development

2017 ◽  
Vol 22 (6) ◽  
pp. 675-694 ◽  
Author(s):  
Michael Daller ◽  
Zehra Ongun
Keyword(s):  
Cognitive Development ◽  
Parental Support ◽  
Bilingual Children ◽  
Verbal Intelligence ◽  
Theoretical Frameworks ◽  
Bilingual Advantage ◽  
Proficiency Level ◽  
Analyse Data ◽  
Intelligence Scores ◽  
At Home

Aims and objectives: The threshold hypothesis is one of the most influential theoretical frameworks on the relation between bilingualism and cognition. This hypothesis suggests a bilingual cognitive disadvantage at a low proficiency level and a cognitive advantage at a high proficiency level in both languages. The aim of our study is to contribute to the operationalisation of the threshold hypothesis by analysing parental support for L1 and its influence on the cognitive development of bilingual children. Data and analysis: We analyse data from 100 Turkish–English successive bilingual children and from their parents, and investigate the relation between bilingualism and cognition. The data from the children are scores on receptive and productive vocabulary tests and a non-verbal intelligence test (Raven’s Coloured Progressive Matrices). In addition, the parents filled in a questionnaire on language use at home and a questionnaire on language dominance. Findings and conclusions: Our study shows a bilingual advantage for those children whose parents use more L1 at home and have higher dominance scores for L1. These children outperform the monolingual control groups in our study in terms of non-verbal intelligence scores. Originality: The originality of the present study resides in the fact that, to our knowledge, for the first time parental support for L1 and dominance in L1 is linked to the cognitive development of the children. Significance and implications: In this way, we can operationalise the threshold hypothesis and get further insights in the relation between bilingualism and cognition. This will allow informed decisions on the use and support for L1 in bilingual families. Limitations: One limitation of the present study is the fact that our sample is only from middle-class families, and conclusions about other bilingual settings are therefore limited.

Parental Support in Babyhood Means Better-Behaved Children

2005 ◽  
Vol 39 (11) ◽  
pp. 32
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  
Parental Support

Use It and Still Lose It?

GeroPsych ◽  
2010 ◽  
Vol 23 (3) ◽  
pp. 169-175 ◽  
Author(s):  
Adrian Schwaninger ◽  
Diana Hardmeier ◽  
Judith Riegelnig ◽  
Mike Martin
Keyword(s):  
Object Recognition ◽  
Cognitive Development ◽  
Recognition Test ◽  
Cognitive Aging ◽  
Recognition Task ◽  
Airport Security ◽  
Visual Object ◽  
Long Term Effects ◽  
Object Recognition Test ◽  
X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

Successful Entrepreneurship as Developmental Outcome

2011 ◽  
Vol 16 (3) ◽  
pp. 174-186 ◽  
Author(s):  
Martin Obschonka ◽  
Rainer K. Silbereisen ◽  
Eva Schmitt-Rodermund
Keyword(s):  
Big Five ◽  
Role Models ◽  
Structural Equation ◽  
Current Data ◽  
Equation Modeling ◽  
Authoritative Parenting ◽  
Venture Creation ◽  
Entrepreneurial Success ◽  
Entrepreneurial Skills ◽  
Age Appropriate

Applying a lifespan approach of human development, this study examined pathways to entrepreneurial success by analyzing retrospective and current data. Along the lines of McClelland’s ideas of early entrepreneurship development and Rauch and Frese’s Giessen-Amsterdam model on venture success, we investigated the roles of founders’ adolescent years (early role models, authoritative parenting, and early entrepreneurial competence), personality traits (Big Five pattern), and entrepreneurial skills and growth goals during venture creation. Findings were derived from structural equation modeling studying two comparable samples of founders (N = 531) and nascent founders (N = 100) from Germany. Across both samples, reports on age-appropriate entrepreneurial competence in adolescence and an entrepreneurial Big Five profile predicted entrepreneurial skills during venture creation, which in turn predicted founders’ setting of ambitious growth goals and entrepreneurial success. Early entrepreneurial competence was related to the availability of entrepreneurial role models and authoritative parenting during adolescence as well as to an entrepreneurial Big Five profile. In line with prospective reports on early precursors of entrepreneurship, the findings illuminate the development of entrepreneurship in general and entrepreneurial success in particular over the lifespan, especially with regard to factors relevant in the adolescent years and the interplay with personality across different developmental periods.

Parenting and Adolescents’ Sexual Development in Western Societies

2011 ◽  
Vol 16 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Hanneke de Graaf ◽  
Ine Vanwesenbeeck ◽  
Liesbeth Woertman ◽  
Wim Meeus
Keyword(s):  
Sexual Behavior ◽  
Parenting Styles ◽  
Sexual Development ◽  
Parental Support ◽  
Empirical Studies ◽  
Sexual Practices ◽  
Psychosexual Development ◽  
First Sexual Intercourse ◽  
Parenting Influences ◽  
Reciprocal Associations

This review examines associations between parenting styles and the psychosexual development of adolescents. Methods and results of empirical studies of associations between parental support, control, and knowledge and the sexual behavior and sexual health of adolescents are described and evaluated. The results show that, in general, higher scores on support, control, and knowledge relate to a delay of first sexual intercourse, safer sexual practices, and higher sexual competence. Despite the vast amount of literature on this subject, the majority of these studies focus on single dimensions of parenting and unidirectional parenting influences. This review generates hypotheses regarding interactions of different parenting styles and reciprocal associations between parents and their children. There is a need for more dynamic, dialectical studies of parenting, and children’s sexual development.

Teasing out cognitive development from cognitive style: A training study.

1985 ◽  
Vol 21 (4) ◽  
pp. 682-691 ◽  
Author(s):  
Tamar Globerson ◽  
Eliya Weinstein ◽  
Ruth Sharabany
Keyword(s):  
Cognitive Development ◽  
Cognitive Style ◽  
Training Study

Cognitive Development Meets Discrimination Learning

1996 ◽  
Vol 41 (11) ◽  
pp. 1109-1110
Author(s):  
Deborah G. Kemler Nelson
Keyword(s):  
Cognitive Development ◽  
Discrimination Learning
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