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71 Cards in this Set
- Front
- Back
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Yes affect: Several studies used data from what study to do what and what does the author do in the current study?
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Several studies have used data from the 1986 wave of the NLSY to investigate the effects of maternal employment in the first year on children't cognitive and behavioral outcomes as assessed at ages 3 or 4 in this study we revisit the same children 4 years later at ages 7 or 8 to see if the effect found would persist.
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Yes effect: What does the author hope to decipher by doing a follow up study?
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He hopes to find out if effects persist over time.
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Yes effect: What is attachment theory?
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Attachment theory posits that children whose mothers are absent during critical periods of early child development are less likely to develop secure attachments with their mothers. Attachment theory had in mind extended roud the clock separation. It is debatable whether or not working mothers really fit into this categuyr/
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Yes effect: What other things did the study look at besides attachment theory?
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They also looked at socioemotional adjustment (primarily behavior problems) and cognitive outcomes (primarily receptiuve verbal ability or earlyh achievement test scores). These studies have found that materlnal employment in the first year of life has a different effect on later emotional development than employment thereafter.
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Yes effect: The author outlines some things which can mediate the effects of early maternal employment. What are these things?
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The child's age when the mother begins work is a critical factor. So are the child's characteristics, living situation, and family background. Family iincome is important. Lowincome families mahy experience greater financial strain and hardship which are in turn negatively associated with parental psychologuiacal functionaing and parenthing behavionr.
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Yes effect: What hypothesis does the author posit:
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1. Children whose mothers work in year 1 will have poorer long term cognitive and behavioral outcomes because the time they would have spent with a cognitively stimulating and nurturing mother is being spent with a substitute caregiver who is less cognitively stimulating.
2. Children whose mothers work in year 1 will have problems because during the time the mother is with the child she is tired and stressed and therefore less nurturing and stimulating. 3. Children whose mothers work in year 1 will have problems because other ommitted factors that are correlated with mothers employment such as single parenthood, fathers not working, mothers entering and exiting the labor force. |
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Yes effect: Data sample breakdown
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The sample is compostd of all white and african american children in the NLSY whom we can follow from ages 3 and 4 to ages 7 and 8. Our sample isn't a random sample, rather it represnets children born in those years to young women in the NLSY who ranged in age from 17 to 26 at time of birth.
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Yes effect: What variables did the researchers look at when conducting the study?
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1. Maternal employment: This data was collected from the NLSY to establish the employment status of the mother. Scholars have found that mothers working more than 20 hours are associated with poorer cognitive outcomes for their children.
2. Parental presence and work status. This looked at if it made a difference between if mother worked or if father worked or if both worked ect. 3. Home environment: The Home Obeservation for Measurement of the Enviromnment short form was used. This measures the degree to which the child's hnome environment provided emptional support and cognitive stimulationm/ 4. Child care-Child care arrangement questions were asked of mothers retrospectively during the 1986 study. 5. Sociodemographic variables. We controlled for gender, having older sibilings, ever having lived in poverty, and years living in a single parent family. Mother's cognitive ability was measured by the Armed Forces Qualification Test. This score was included not only to capture the effect of mother's intelligence on a chld's cognitive outcome but also to control for its possible effect on selection into the labor force. 6. Child's achievement and receptive vocabulary outcome: The peabody picture vocabulary test revised was used to measure a child's verbal ability at ages 3 and 4 and the Peabody individual achievement test. We are usisng different tests to compare cognitive outcomes at different points in time. 7. Behavioral problems measures (antisocial behavior, anxiousness/depression, headstrongness, hyperactivity, immaturity, and dependency.). |
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Yes effect: Does early maternal employment affect cognitive outcomes and do these effects vary by race of ethnicity?"
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Employment in year 1 has a slight negative effect on the PPVT-R score at ages 3 or 4 reducing the score by 7 points. The results of white children at ages 5,6,7,8 show that the results persist over time. However, for African Americans it made no difference. Subsequent employment is mainly positive having a mother who worked at age 2,3 offset the effects of first year employment.
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Yes effect: What hypothesis does the author posit:
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1. Children whose mothers work in year 1 will have poorer long term cognitive and behavioral outcomes because the time they would have spent with a cognitively stimulating and nurturing mother is being spent with a substitute caregiver who is less cognitively stimulating.
2. Children whose mothers work in year 1 will have problems because during the time the mother is with the child she is tired and stressed and therefore less nurturing and stimulating. 3. Children whose mothers work in year 1 will have problems because other ommitted factors that are correlated with mothers employment such as single parenthood, fathers not working, mothers entering and exiting the labor force. |
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Yes effect: Do the effects of early maternal employment vary by when the employment begins?
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Timing within the first year does matter. The results for the PPVT-R at age 3,4 suggest that starting before the first quarter of the year could lower PPVT scores by 7 points. Starting in the 4th quarter has little to no effect.
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Yes effect: Data sample breakdown
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The sample is compostd of all white and african american children in the NLSY whom we can follow from ages 3 and 4 to ages 7 and 8. Our sample isn't a random sample, rather it represnets children born in those years to young women in the NLSY who ranged in age from 17 to 26 at time of birth.
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Yes effect: What variables did the researchers look at when conducting the study?
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1. Maternal employment: This data was collected from the NLSY to establish the employment status of the mother. Scholars have found that mothers working more than 20 hours are associated with poorer cognitive outcomes for their children.
2. Parental presence and work status. This looked at if it made a difference between if mother worked or if father worked or if both worked ect. 3. Home environment: The Home Obeservation for Measurement of the Enviromnment short form was used. This measures the degree to which the child's hnome environment provided emptional support and cognitive stimulationm/ 4. Child care-Child care arrangement questions were asked of mothers retrospectively during the 1986 study. 5. Sociodemographic variables. We controlled for gender, having older sibilings, ever having lived in poverty, and years living in a single parent family. Mother's cognitive ability was measured by the Armed Forces Qualification Test. This score was included not only to capture the effect of mother's intelligence on a chld's cognitive outcome but also to control for its possible effect on selection into the labor force. 6. Child's achievement and receptive vocabulary outcome: The peabody picture vocabulary test revised was used to measure a child's verbal ability at ages 3 and 4 and the Peabody individual achievement test. We are usisng different tests to compare cognitive outcomes at different points in time. 7. Behavioral problems measures (antisocial behavior, anxiousness/depression, headstrongness, hyperactivity, immaturity, and dependency.). |
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Yes effect: Does early maternal employment affect cognitive outcomes and do these effects vary by race of ethnicity?"
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Employment in year 1 has a slight negative effect on the PPVT-R score at ages 3 or 4 reducing the score by 7 points. The results of white children at ages 5,6,7,8 show that the results persist over time. However, for African Americans it made no difference. Subsequent employment is mainly positive having a mother who worked at age 2,3 offset the effects of first year employment.
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Yes effect: Do the effects of early maternal employment vary by when the employment begins?
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Timing within the first year does matter. The results for the PPVT-R at age 3,4 suggest that starting before the first quarter of the year could lower PPVT scores by 7 points. Starting in the 4th quarter has little to no effect.
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Yes effect:Do the effects of early maternal employment vary by the mothers hours?
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The results suggest that the effects of working part time are not significantly different than the effect of working full time.
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Yes effect: Do the effects of early maternal employment vary by the child's gender?
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We found no significant differences in the effects of maternal employment on cognitive outcomes by gender.
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Yes effect:Do the effects of early maternal employment vary by mother's cognitive ability?
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To further test the hypothesis that it is the absence of a cognitively stimulating mother that leads to lower outcomes for children whose mothers work in the first year and that children of the more highly skilled mothers would be more affected, we use data on mothers' AFQT scores to divide our sample into quartiles of cognitive ablity. The results indivate that first year maternal employment has statistically significant negative effects in one of five models for children. Mothers in the top quartile of AFQT scores
1:5 top quartile 3:5 second quartile 2:5 third no effect 4th |
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Yes effect: Do the effects of early maternal employment on cognitive outcomes vary by family income
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The F tests indicate that first year maternal employment has statistically significant negative effects in all models for low income families compared with 3/5 for middle and 2/5 for high income. Then maternal employment has most significant effect on cognitive outcome for low income children as we would expect if income correlation is on par with child care qualityu.
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Yes effect:Do other factors such as fathers' emplohyment status, single motherhood, or mothers subsequent employment patters account for the effects of early maternal employment
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Children from 2 parent families whose mothers worked in the first year have lower cognitive scores than those whose mothers didn't work but whose fathers did. Conversely, the negative effects of 1st year maternal employment are largest for children whose fathers were present but not working. There is no difference for single mothers.
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Yes effect: Does convemporary home environment moderate the effect of early maternal employment
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The home environment does have a significant positive effect on the children's cognitive outcomes, no significant result was found for the interaction between HOME score and early maternal employment and HOME scores don't reduce effect of early maternal employment.
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Yes effect: Does early maternal employment affect behavioral outcome??
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We find no statsitically significant effects of maternal employment on whites behavioral outcome. But timing does seem to matter when they are 7,8 specifically entering the labor force before the 4th quarter of the first year has a significant effect on children's behavioral outcome.
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No effect: How much as the female labor force participation changed?
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In 1940 28% today nearly 60%.
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No effect: What percentage of children have working mothers?
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In 1940 close to 16% now almost 70%.
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No effect: What do experts blame on working mothers and why is it incorrect for them to do so?
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Experts point to mothers working as the cause of many of our social problems. While supporting empirical evidence is scarce, the political right charges that feminist philosophies damage the American family by encouragein women to chose work and self fullfilment over family obligations.
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no effect: Previous studies about the link between delinquency and maternal employment
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Studies are relatively scarce. Researchers tended to find positive effect of maternal employment on delinquency which they attributed to low maternal supervision.
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No effect: charactersitics analyzed:L
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1. Parental control: Control theories emphasize direct control: degree to which parents supervise and monitor children's activities, and indirect control: attachment to parents. Low parent child bonding is big indicator of deliquency.
2. Parental support - delinquency is reduced by receipt of parentl social support. A parent child relationship is a social and psychological resource children can draw on as they move through life. |
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No effect: According to Colvin and Pauly's strural-Marxist theory of delinquency production what do they argue?
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That coercively controlled workers may be prone to harsh and erratic parenting styles which include punitive discipline and lax supervision. Children who are socialized on a coercive and erratic schedule are less likely to form alientated bonds to parents which may contribute to behavior problems later on.
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No effect: Study participants
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Pretty much same group of NLSY but used children of ages 12 and 14 in 1994. Limitation is the youthful age the mothers gave birth.
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No effect: How did they measure children's delinquent behavior?
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By CSAS which includes nine highly correlated items that assess involvement in deviant and delinquent acts. Five of the items measure relatively minor to moderate acts of youth deviance: breaking curfew, dishonestyu, school problems, truancy, and staying out all night. Other 4 more serious include alcohol abuse, vandalism, store theft, and violence.
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No effect: What did the findings show in regards to delinquency CSAS results?
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They found that the measusre of delinquency was skewed towards non-offending. Nearly 25% of all the adolescent sample reported no involvement in nay of the 9 items used to create the scale. Furthermore, over 75% reported involvement in no more than three of the 9.
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No effect: What Independent variables did they study?
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1. Maternal employment status
2. Occupational class 3. family income 4. child care. |
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No effect: Occupational class what effect did this have on parenting/children
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Unskilled non-unionized craftsmen are subjected to coercive behavior which they then pass along to their children and children are likely to be s[anked and alientated and therefore more likely to be delinquent. Skilled laborers were motivated to produce by wage increases and job security have children who are much less likely to be involved in serious delinquency.
Skilled workers who are highly autonomous are the least likely to have delinquient children. |
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No effect: Pathway variables
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1. supervision criminologists call it the degree to which parents know ther whereabouts of children when they are away from home and who they are with.
2. attachment often measured by items that relate to child's feelings of closeness, love, admiration for a parent. 3. maternal support measuerd by interviewer observations on how much parent/child interaction took place during the interview. 4. spanking-punbitive parenting such as corporal punishment is associated with negative behaviornal outcomes. 5. Deqliquent peer association should not be seen in terms of kinds one associates with but also in terms of the situational pressures that go along with associating with certain types. 6. school attachment-those attached to school are generally less likely to be deliquient. |
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No effect: Neighborhood diosorder
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There is a strong relationship between certain neighborhood traits such as poverty and joblessness and crime. Those who have unstable, low paying or coercively controlled jobs are more likely to live in an economically and socially impoverished communiuty where informal controls on behavior are low.
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No effect: The impact of early maternal employment on early pathways to delinquency
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The results of regression models that examine effects of early maternal employment on insecure attachment, maternal warmth and responsiveness, and spanking show few significant effects. Increasing AFQT score is associated with less insecure attachment and increasing warmth and responsiveness. Finally higher family income is related to less maternal use of spanking.
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No Effect: The impact of early maternal employment on delinquency
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Child's sex and age are significant predictors of delinquency with females being less involved in delinquency than males and increasing age is assoiated with greater involvement. When mothers were employed under coercive conditions in 1986 their children had greater involvement in delinquency in 1994. .07 probability.
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No Effect: Early Maternal Employment, early pathways, and delinquency
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Introducing the pathway variables such as spanking, warmth and responsiveness, and insecure attachment doesn't diminish the influence of sex and age. Coercive maternal work remains related at .07 with family income remaining a significant predictor of delinquency.
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No effect findings: What do they say causes delinquency?
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They say only age and sex are associated with delinquency.
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What are cells made of?
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DNA
chromosomes genes |
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Chromosomes
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store and transmit genetic information
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genes
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segments of DNA located along chromosomes.
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DNA
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substance of which genes and chromosomes are made
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How many chromosomes do we have in each cell and what are they made of?
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We have 23 in each cell and they are made of DNA
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Mitosis
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Duplicating and making exact replica
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Meosis
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DNA copies itself by division
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autozones
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the 22 pairs of identical chromosomes that are not sex chromosomes
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sex chromosomes
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23rd pair of chromosomes known as the sex chromosome. XX=female XY=male.
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gametes
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sex cells: sperm and ova
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zygote
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sperm and ovum united
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What causes fraternal twins?
What causes identical twins? |
Fraternal two zygotes
identical one zygote that divides into two individuals. |
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genotype
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genetic makeup of an individual
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phenotype
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observable characteristic of an individual
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If a child has down syndrome where is the problem?
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21st chromosome problem.
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Range of reaction
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Genes set your range and the environment dictates where you end up. Example sports. Athletes are born with a body capable of doing athletics but their parents either support them in their endeavor to do sports and nurture them or nurture them to be great actresses.
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Periods of prenatal development
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Zygote-2 weeks- fertilization, implantation, start of placenta.
Embryo-firs trimester, 6weeks. Arms, legs, face, organs, muscles all develop, heart beat. Fetus-30 weeks growth and finishing |
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Period of the fetus
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Begins at third month in the second trimester fetal movement can be felt and at the third trimester the age of viability, 22-26 weeks is met.
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What are the most complicated parts of our bodies which form first in the womb?
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organs, brain, spine.
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What to avoid when pregnant and why?
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Asprin-Low birth weight, slow development
caffine-don't have a lot or can have problems alcohol-fetal alcohol syndrome face deformities, ADHD Smoking-asthma, low birth weight, heart problems, increase risk of child cancer, premature death, decreased school performance Radiation/pollution |
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What should you do when you are pregnant
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Visit the doctor. Don't drink, take prenatal vitamins, don't smoke, eat right, exercise.
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Preterm
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Born weeks before due date May be appropriate weight/size for length of pregnancy. Example if you give birth at 27 weeks your baby would be the appropriate size for a 27 week developed baby
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Small-for-date
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May be born at due date or preterm below expected weight for length of pregnancy.
These often have lots of developmental problens such as slow physical development ect. |
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Birth complications
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severe trama can cause long term difficulties cause could be umbilical cord wrapped around neck which could cause birth defects and mental retardation.
mild to moderate trauma could be like if they're not breathing at birth but they are recessatated fast enough that they are okay. |
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Newborn reflexes
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1. blink
2. rooting first three weeks stroke cheek they look up to latch 3. sucking 4. moro 5. Palmar grasp 6. stepping ends at 2 months 7. Babinski stroke baby's feet from toe toward heel toes fan out curl and come back lasts for 6-12 months. |
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Infant sleep patterns
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regular sleep
irregular sleep drowsiness quiet alertness waking activity and crying |
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Piaget's Schemes
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Thought derives from action. Sensorimotor idea is to explore environment through senses.
Schemes-organized ways of making sense of experience we begin to think before we act. |
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How does Piaget say we build our schemes?
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Adaptation-we build schemes through direct interaction with environment.
Assimilation-using current schemes to interpret external world. Accommodation-adjust old schemes and create new ones to better fit environment. Example a child has learned to identify a dog. Then sees horse on TV and says dog. This little girl is incorporating new information into her scheme. She knows that dogs have 4 legs and horses have 4 legs. When Bobby tells her no no it's a horse because it has a mane and a long tail she uses accommodation to create a new schema. |
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Equilibrium and disequilibrium as it relates to Piaget
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Use assimiliation during equilibrium.
disequilibirum prompts accommodation. You assimulate and create a blance of knowing but when there's an unnbalance disequilibrium then you have to come back and reevaluate shcemes. |
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Circular reaction
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Children 0-4 months go through trial and error through flailing around. Eventually they end up with their hand in their mouth. One of the funniest circular reactions is when they discover if they put their leg up they can put their foot in their mouth. They begin to un derstand things.
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Object permanence
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At 8-12 months babies begin to understand that objects continue to exist when out of sight. Example put a blanket over teddy bear small child cries because they think the bear is gone. Now they know it's just covered and will tug blanket. Fully developed by 2 years of age.
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Deferred imitation
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Develops around 18 months. 6 weeks facial imitation.
6-9 months copy actions with objects. 12-14 months imitate rationally 18 months imitate intended, but not completed, actions. |
