The Child and Its Family PDF
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The Chi1cl ana Its Family Genesis of Behavior Series Editors: MICHAEL LEWIS The Infant Laboratory, Institute for the Study of Exceptional Children Educational Testing Service, Princeton, New Jersey and LEONARD A. ROSENBLUM State University of New York, Downstate Medical Center Brooklyn, New York Volume 1 The Development of Affect Edited by MICHAEL LEWIS and LEONARD A. ROSENBLUM Volume 2 The Child and Its Family Edited by MICHAEL LEWIS and LEONARD A. ROSENBLUM TheChild and Its Family Edited by MICHAEL LEWIS Institute for the Study of Exceptional Lmtaren Educational Testing Service Princeton, New Jersey and LEONARD A. ROSENBLUM Downstate Medical Center Brooklyn, New York PLENUM PRESS . NEW YORK AND LONDON Library of Congress Cataloging in Publication Data Main entry under title: The Child and its family. (Genesis of behavior; v. 2) Includes index. 1. Child development. 2. Socialization. 3. Family. 1. Lewis, Michael, 1937 Uan. 10)- II. Rosenblum, Leonard A. III. Series. [DNLM: 1. Infant. 2. Family. 3. Parent-child relations. 4. Sibling relations. WI GE275 v. 2jWSI05.5.F2 C536) HQ772.C43 155.4'18 78·27020 ISBN-13: 978-1-4684-3437-8 e-ISBN-13: 978-1-4684-3435-4 00[: [0.[007/978-[-4684-3435-4 Chapter 3, "Conceptualization of Father Influences in the Infancy Period" by Frank A. Pedersen, Leon]. Yarrow, Barbara]. Anderson, and Richard L. Cain, ]r., is exempt from the general copyright for this title. This chapter was prepared under U.S. Government auspices, and, therefore, is in the public domain. © 1979 Plenum Press, New York Softcover reprint of the hardcover [st edition [979 A Division of Plenum Publishing Corporation 227 West 17th Street, New York, N. Y. 10011 All righ ts reserved No part of this book may be reproduced, stored in a retrieval system, Or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Contributors HEIDELISE ALS, Child Development Unit, Children's Hospital Medical Center, Boston, Massachusetts BARBARA J. ANDERSON, National Institute of Child Health and Human Development, Auburn Building, Room 220, Bethesda, Maryland T. BERRY BRAZELTON, Child Development Unit, Children's Hospital Medical Center, Boston, Massachusetts JEANNE BROOKS-GUNN, Infant Laboratory, Institute for the Study of Excep- tional Children, Educational Testing Service, Princeton, New Jersey RICHARD L. CAIN, JR., National Institute of Child Health and Human Development, Auburn Building, Room 220, Bethesda, Maryland LINDSAY CHASE-LANSDALE, Department of Psychology, University of Wis- consin, Madison, Wisconsin JUDY DUNN, Medical Research Council Unit on the Development and Integration of Behaviour, University Sub-Department of Animal Behav- iour, Madingley, Cambridge, England CAROLYN P. EDWARDS, School of Education, Skinner Hail, University of Massachusetts, Amherst, Massachusetts TONI FALBO, Department of Educational Psychology, University of Texas at Austin, Austin, Texas CANDICE FEIRlNG, Infant Laboratory, Institute for the Study of Exceptional Children, Educational Testing Service, Princeton, New Jersey GORDON G. GALLUP, JR., Department of Psychology, State University of New York, Albany, New York v vi CONTRIBUTORS CHARLES GREENBAUM, Department of Psychology, Duke University, Dur- ham, North Carolina JAMES E. JOHNSON, Psychology Department, University of Wisconsin, Madison, Wisconsin CAROL KENDRICK, Medical Research Council Unit on the Development and Integration of Behaviour, University. Sub-Department of Animal Behav- iour, Madingley, Cambridge, England MICHAEL LAMB, Department of Psychology, University of Michigan, Ann Arbor, Michigan RIVKA LANDAU, Department of Psychology, Duke University, Durham, North Carolina MICHAEL LEWIS, Infant Laboratory, Institute for the Study of Exceptional Children, Educational Testing Service, Princeton, New Jersey EDWARD MUELLER, Psychology Department, Boston University, Boston, Massachusetts ANN MCGILLICUDDy-DE LISI, Educational Testing Service, Princeton, New Jersey MARGARFtT' TRESCH OWEN, Department of Psychology, University of Wis- consin, Madison, Wisconsin FRANK PEDERSEN, National Institute of Child Health and Human Develop- mentiAuburn Building, Room 220, Bethesda, Maryland EDWARD H. PLIMPTON, Downstate Medical Center, Department of Psychia- try, Brooklyn, New York LEONARD A. ROSENBLUM, Downstate Medical Center, Department of Psy- chiatry, Brooklyn, New York IRVING SIGEL, Educational Testing Service, Princeton, New Jersey STEVEN SUOMI, Psychology Department, University of Wisconsin, Madison, Wisconsin EDWARD TRONICK, Child Development Unit, Children's Hospital Medical Center, Boston, Massachusetts LEON J. YARROW, National Institute of Child Health and Human Develop- ment, Auburn Building, Room 220, Bethesda, Maryland MICHAEL W. YOGMAN, Child Development Unit, Children's Hospital Medical Center, Boston, Massachusetts Preface How are we to understand the complex forces that shape human behavior? A variety of diverse perspectives, drawing upon studies of human behavioral ontogeny, as well as humanity's evolutionary heri- tage, seem to provide the best likelihood of success. It is in the attempt to synthesize such potentially disparate approaches to human develop- ment into an integrated whole that we undertake this series on the Genesis of Behavior. In many respects, the incredible burgeoning of research in child development over the last decade or two seems like a thousand lines of inquiry spreading outward in an incoherent starburst of effort. The need exists to provide, on an ongoing basis, an arena of discourse within which the threads of continuity between those diverse lines of research on human development can be woven into a fabric of meaning and understanding. Scientists, scholars, and those who attempt to translate their efforts into the practical realities of the care and guidance of infants and children are the audience that we seek to reach. Each requires the opportunity to see-to the degree that our knowledge in given areas permits-various aspects of development in a coherent, integrated fashion. It is hoped that this series, which will bring together research on infant biology, developing infant capacities, animal models, the impact of social, cultural, and familial forces on development, and the distorted products of such forces under certain circumstances, will serve these important social and scientific needs. Each volume in this series will deal with a single topic that has broad significance for our understanding of human development. Into its focus on a specific area, each volume will bring both empirical and theoretical perspectives and analysis at the many levels of investigation necessary to a balanced appreciation of the complexity of the problem at hand. Thus, each volume will consider the confluence of the genetic, vii viii PREFACE psychological, and neurophysiological factors that influence the individ- ual infant and the dyadic, familial, and societal contexts within which development occurs. Moreover, each volume will bring together the vantage points provided by studies of human infants and pertinent aspects of animal behavior, with particular emphasis on nonhuman primates. Just as' this series will draw upon the special expertise and view- points of workers in many disciplines, it is our hope that the product of these labors will speak to the needs and interests of a diverse audience, including physiologists, ethologists, sociologists, psychologists, pedia- tricians, obstetricians, and clinicians and scientists in many related fields. As in years past, we hold to our original objectives in this series of volumes to provide both stimulation and guidance to all among us who are concerned with humans, their past, their present, and their future. The present volume represents an effort at integrating our past attempts to show the broad and complex social nexus into which the eloping organism must adapt. With increasing clarity it has become apparent that the infant enters into the world with the potential to influence and be influenced by a variety of persons and events. It is most of all a social world full of conspecifics, a small segment of which shares the child's gen~ pool; a larger segment of which will directly influence the child; and finally the largest segment, which forms the background in which these other interactions will take place. The smallest segment we call the family; the larger, friends, teachers, ac- quaintances, and peers; and the largest segment, the culture. The current volume is concerned with the immediate social world into which a child is born and within which it develops. The various chapters deal at first with the structure of the total social network within which the infant and its family must function. The impact of societal demands, the role of the family constella,tion in the emerging socializa- tion and development of the infant are considered from a broad, inclusive perspective. Subsequent chapters deal with the more specific elements of the infant's family, including the separable but inherently coalescing roles of mother, father, and older and younger siblings in providing the major context for the infant's social development. But the social world of the child goes beyond its own family. Hence, other chapters deal with the ingredients of the immediate social world that surrounds the infant and its family, and consider the role of peers and friends. In addition, these chapters consider the developing differentia- tion of the infant's social responsiveness toward the panoply of social objects with which it comes into contact. Finally, the socialization network of the human child does not appear to be a unique evolutionary PREFACE ix emergence. Hence, various chapters deal with the developing social character of nonhuman primates and the role of various members of their kinship and social group in shaping the development of adaptive behavior in their species, and the implication of such material for enhancing our understanding of the social development of the human child. The chapters in this volume derive from papers presented and discussed at a conference on the social nexus held under the auspices and with the support of the Educational Testing Service in Princeton, New Jersey. The participants in the conference were T. Berry Brazelton, Jeanne Brooks-Gunn, Judy Dunn, Carolyn P. Edwards, Nathan Fox, Toni Falbo, Candice Feiring, Gordon G. Gallup, Jr., Charles Greenbaum, Michael Lamb, Michael Lewis, Edward Mueller, Frank Pedersen, Edward Plimpton, Leonard A. Rosenblum, Irving E. Sigel, Steven Suomi, and Robert Zajonc. MICHAEL LEWIS LEONARD A. ROSENBLUM Contents Introduction: Issues in the Study of the Social Network MICHAEL LEWIS AND LEONARD A. ROSENBLUM 1 The Child's Social Network: Social Object, Social Func- 1 tions, and Their Relationship MICHAEL LEWIS AND CANDICE FEIRING 9 The Infant as a Focus for Family Reciprocity 2 T. BERRY BRAZELTON, MICHAEL W. YOGMAN, HEIDELISE ALS, AND EDWARD TRONICK 29 Conceptualization of Father Influences m the Infancy Period 3 FRANK A. PEDERSEN, LEON J. YARROW, BARBARA J. ANDER- SON, AND RICHARD L. CAIN, JR. 45 The Infant's Exposure to Talk by Familiar People: Moth- ers, Fathers, and Siblings in Different Environments 4 CHARLES W. GREENBAUM AND RIVKA LANDAU 67 The Family as a System of Mutual Influences: Parental Beliefs, Distancing Behaviors, and Children's Represen- 5 tational Thinking ANN V. MCGILLICUDDy-DE LISI, IRVING E. SIGEL, AND JAMES E. JOHNSON 91 xi
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