Abstract
Sex differences in parent-child interaction and infant development patterns were examined in a longitudinal sample of 193 parent-infant pairs. Few differences were found. However, there were differences in the patterns of prediction of later intellectual and linguistic outcomes for boys and girls. Stronger predictions of IQ or language skill were obtained for boys from measures of the mother's developmental expectations, the extent of the father's involvement in the infant's early care, the provision of appropriate play materials, and the extent of parental life change. Stronger predictions were found for girls for a measure of restriction and punishment. The combination of these two groups of findings — lack of difference on measures of environment and parent-child interaction, and the presence of differences in prediction — suggest that the same experiences produce difference effects for boys and girls.
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This research was supported by the Division of Nursing, DHEW, Contract #N01-NU-14174, and Grant NU-00559, and by the National Institute of Child Health and Human Development, HD-22274 to the Child Development and Mental Retardation Center, University of Washington.
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Bee, H.L., Mitchell, S.K., Barnard, K.E. et al. Predicting intellectual outcomes: Sex differences in response to early environmental stimulation. Sex Roles 10, 783–803 (1984). https://doi.org/10.1007/BF00287388
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DOI: https://doi.org/10.1007/BF00287388