Philip Benedict, Rouen During the Wars of Religion (Cambridge: Cambridge University Press, 1981) $39.50.

Hoffman, Philip T.

doi:10.1017/s0145553200015042

Cited by 27 publications

(46 citation statements)

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“…A subset of work implicates cognitive processes as putative mechanisms of early fearfulness, but has not examined these factors in relation to parenting behaviors (e.g., Pérez-Edgar et al, 2011 ). Theories of moral development posit that consistent and predominant use of harsh parenting strategies is associated with an increasing fear of punishment in children ( Hoffman, 1983 ). An increasing fear of punishment may lead to heightened self-monitoring in an effort to avoid harsh, punitive behaviors from parents.…”

Section: Introductionmentioning

confidence: 99%

Harsh parenting and fearfulness in toddlerhood interact to predict amplitudes of preschool error-related negativity

Brooker

Buss

2014

Developmental Cognitive Neuroscience

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Temperamentally fearful children are at increased risk for the development of anxiety problems relative to less-fearful children. This risk is even greater when early environments include high levels of harsh parenting behaviors. However, the mechanisms by which harsh parenting may impact fearful children’s risk for anxiety problems are largely unknown. Recent neuroscience work has suggested that punishment is associated with exaggerated error-related negativity (ERN), an event-related potential linked to performance monitoring, even after the threat of punishment is removed. In the current study, we examined the possibility that harsh parenting interacts with fearfulness, impacting anxiety risk via neural processes of performance monitoring. We found that greater fearfulness and harsher parenting at 2 years of age predicted greater fearfulness and greater ERN amplitudes at age 4. Supporting the role of cognitive processes in this association, greater fearfulness and harsher parenting also predicted less efficient neural processing during preschool. This study provides initial evidence that performance monitoring may be a candidate process by which early parenting interacts with fearfulness to predict risk for anxiety problems.

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Section: Introductionmentioning

confidence: 99%

Harsh parenting and fearfulness in toddlerhood interact to predict amplitudes of preschool error-related negativity

Brooker

Buss

2014

Developmental Cognitive Neuroscience

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“…The study of the potential long-term cognitive effects of parental child-rearing practices has shown that use of overt (or strong) manifestations of authority (rewards and punishments, promises and threats) is not very conducive to the internalization of moral values. Hoffman had already reached this conclusion on the basis of his own research in 1970 and it has been replicated regularly since then (see Hoffman, 1983; Grusec & Goodnow, 1994). Conversely, moderate (or mild) expressions of authority seem to be more effective, as for example in the disciplinary techniques Hoffman calls “inductive”.…”

Section: Discipline Encounters and Internalizationmentioning

confidence: 84%

“…Although disciplinary relationships are not the only adult-child relationships that can lead to internalization (see Grusec & Goodnow, 1994), it is widely accepted today that parental discipline is one of the crucial means through which a child learns new behaviours and acquires the cognitive “materials” needed to internalize the values associated with those behaviours (Beauvois & Dubois, 1999). Hoffman (1970, 1983) demonstrated the importance of “discipline encounters”, defined as events in the course of which the adults' actions are deliberately aimed at eliciting a particular response from children (prescriptions), either in the hope of getting them to do something they would not do otherwise (obligations) or to make them refrain from doing something they would like to do (prohibitions). The importance of discipline encounters in the life of a child, particularly at home, and their impact on the socialization process, provide the social psychologist with a rationale for studying forced compliance.…”

Section: Discipline Encounters and Internalizationmentioning

confidence: 99%

Rationalization and internalization

Beauvois

2001

Swiss Journal of Psychology

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After having been told they were free to accept or refuse, pupils aged 6–7 and 10–11 (tested individually) were led to agree to taste a soup that looked disgusting (phase 1: initial counter-motivational obligation). Before tasting the soup, they had to state what they thought about it. A week later, they were asked whether they wanted to try out some new needles that had supposedly been invented to make vaccinations less painful. Agreement or refusal to try was noted, along with the size of the needle chosen in case of agreement (phase 2: act generalization). The main findings included (1) a strong dissonance reduction effect in phase 1, especially for the younger children (rationalization), (2) a generalization effect in phase 2 (foot-in-the-door effect), and (3) a facilitatory effect on generalization of internal causal explanations about the initial agreement. The results are discussed in relation to the distinction between rationalization and internalization.

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“…According to the “goodness-of-fit” (Rothbart & Ahadi, 1994; Thomas & Chess, 1977) and organismic specificity (Wachs & Gruen, 1982) frameworks, individual differences in temperamental characteristics determine how individuals respond to particular socialization experiences, which in turn affects their acquisition of stage-salient skills. For example, some parents use inductive discipline strategies, such as reasoning, rule reflection, and problem solving to help children understand why it is both necessary and beneficial to inhibit their personal desires in order to enact socially appropriate behaviors (Grusec & Goodnow, 1994; Hoffman, 1983). In one longitudinal study, Houck and LeCuyer-Maus (2004) found modest associations between maternal inductive discipline at age 36 months and children's delay of gratification at 5 years.…”

Section: Differential Links Between Early Maternal Discipline and Delmentioning

confidence: 99%

Parsing profiles of temperamental reactivity and differential routes to delay of gratification: A person-based approach

2018

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Informed by a developmental psychopathology perspective, the present study applied a person-based approach to examine whether associations between early sociocontextual experiences (e.g., socioeconomic factors and maternal discipline practices) and preschool-age children's delay of gratification vary across profiles of children's temperamental reactivity. In addition, the study examined the direct and mediating role of children's set shifting in associations with delay of gratification within each profile. The sample consisted of 160 socioeconomically and ethnically diverse mothers and their 5-year-old children drawn from a longitudinal study of mother-child relationships. Latent profile analyses identified three profiles of temperamental reactivity distinguished by sensitivity to reward and punishment and negative affectivity. Multigroup analysis revealed maternal sensitive discipline (observed during a parent-child compliance task) at age 3.5 predicted longer delay of gratification at age 5 in the punishment reactivity/negative affectivity group. Maternal inductive reasoning discipline at age 3.5 predicted longer delay in the low temperamental reactivity group. For children with the reward reactivity/negative affectivity profile, higher family income at age 3.5 predicted longer delay of gratification at age 5, which was mediated by children's set shifting. Findings underscore the utility of person-based approaches for delineating differential developmental routes toward children's delay of gratification.

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Philip Benedict, Rouen During the Wars of Religion (Cambridge: Cambridge University Press, 1981) $39.50.

Cited by 27 publications

References 0 publications

Harsh parenting and fearfulness in toddlerhood interact to predict amplitudes of preschool error-related negativity

Harsh parenting and fearfulness in toddlerhood interact to predict amplitudes of preschool error-related negativity

Rationalization and internalization

Parsing profiles of temperamental reactivity and differential routes to delay of gratification: A person-based approach

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