Perceived locus of control as a function of parental physical punishment among a group of Iranian children

A comparison of scores on locus of control by two groups of children, 89 who had experienced parental physical punishment and 174 who had not experienced parental physical punishment, showed that children with experience of physical punishment scored significantly more external than children who had not experienced physical punishment. The results are discussed in relation to previous studies, and some educational implications noted.     

The Ecological Veracity of the Self-Report

Sixty-five fourth- and fifth-grade boys were run in a two-choice discrimination learning task for punishment, high or low value reinforcement, or the combination of punishment with high or low value reinforcement. A significant main effect of reinforcement revealed that only Ss in the punishment group showed significant evidence of learning. The results were discussed as possibly being due to the distraction caused by tangible reinforcement; although, an alternative explanation was offered on the basis of previous findings that males perform better for punishment than for reward.     

Sex differences in reinforcement and punishment on prime-time television

Prime-time television programs were analyzed for frequencies of positive reinforcement and punishment exchanged among performers varying in age and sex. Results indicated that most responses were given by and directed to adult males. Moreover, while adult males exhibited and received similar frequencies of reinforcement and punishment, adult females were likely to give and to be the recipients of more reinforcement than punishment. Proportional analyses which controlled for sex differences in frequencies of responses revealed that females more often exhibited and received reinforcement, whereas males more often exhibited and received punishment. Results are interpreted from a social learning theory perspective and the implications for children's learning of positive and negative behaviors are explored.     

Child Discipline and Conservative Protestantism: Why the Relationship Between Corporal Punishment and Child Behavior Problems May Vary by Religious Context

Using data on 1,214 families from the Fragile Families and Child Wellbeing Study, this study explored why and under what conditions parental conservative Protestant affiliation moderates the relationship between corporal punishment and children??s problem behavior. Previous scholars suggest that children raised by conservative Protestants may be less likely to experience negative outcomes associated with corporal punishment due to (1) adherence to guidelines that may minimize the risk of harm from corporal punishment, and (2) corporal punishment being used as part of a consistent parenting strategy. This study extended previous research by testing these hypotheses. Overall, corporal punishment was associated with increased externalizing and internalizing problem behavior among children. However, there was some support for our hypotheses. Specifically, children raised by conservative Protestant parents were less likely to display problem behavior if only the father spanked and if the father spanked infrequently, and were less likely to display externalizing behavior only if both parents were conservative Protestant.     

Punished and unpunished responding in multiple variable-interval schedules

The performance of rats trained on multiple variable-interval schedules was examined before, during, and after punishment. The same linear function related relative response rates to relative density of reinforcement both in the presence and absence of punishment. Equal relative suppression was seen in both the high and low reinforcement density components. The intercept value of the function was zero. Each component of the schedule was programmed on a separate lever: thus during any component, there was an opportunity for responses on the nonoperative lever (errors). The proportions of these errors declined to a near-zero value during punishment and did not regain their prepunishment values after punishment was removed, suggesting that some discrimination learning occurred during punishment. Recovery of response rate during punishment was seen only where a greater-than-zero probability of reinforcement was associated with the response.     

Ability to Resist Temptations of Technology Use: A Qualitative Analysis of Children's Views on Factors Associated with Delay of Gratification

Excessive technology use among young children remains a public health concern with diverse serious consequences. It is important to find out how children resist the temptation to use technology. Using focus group interviews, the authors explored what factors influence children's ability to delay gratification in using technology. Four specific themes emerged from the interview data: they found (a) fear of punishment, (b) self-directed speech, (c) reinforcement, and (d) parental modeling are effective measures to train children to forgo immediate pleasures of using technology. These findings provided some support for the hypothesis that children's self-control of technology use can be modified and improved. This study suggests methods to leverage and strengthen existing initiatives to promote self-control of technology use for children.     

Corporal punishment by parents and associated child behaviors and experiences: a meta-analytic and theoretical review

Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process-context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future research.     

Motivational factors,school atmosphere,and SES: Determinants of children's probability task performance

Motivational aspects of probability learning performance were examined in 106 third- and fourth-grade children, sampled from three schools. Several measurement modalities were used to assess children's motivational levels. The relationship between probability learning scores and motivational constructs was found to be strongly influenced by socioeconomic status (SES) as well as by school atmosphere Unlike their middle-class counterparts, lower SES children with an internal locus of control made fewer maximizing responses, displaying an unwillingness to settle quickly for lower amounts of reinforcement. Additionally, in the most strict of the three schools, children with high success expectancies made fewer attempts at different patterns of response, reflecting lower tendencies to explore in searching for maximal reinforcement. The effects obtained were interpreted in terms of sociodemographic influences on children's motivational structures, and in terms of possibility varying cannotations of probability learning scores across different subject populations.     

The effects of reward and punishment on reaction times and autonomic activity in hyperactive and normal children

The performance of hyperactive and control children was compared on a delayed reaction time task under three reinforcement conditions: reward, punishment, and reward plus punishment. Hyperactives had slower and more variable reaction times, suggesting an attentional deficit. Although each of the three reinforcement conditons was successful in improving reaction times for both subject groups, reward led to a significant increase in impulsive responses in the hyperactive children. Autonomic data revealed that reward also increased arousal to a greater extent than punishment or reward plus punishment. Although resting skin conductance was not different in the two groups of subjects, hyperactives produced fewer specific autonomic responses to signal stimuli.     

One Family at a Time: A Prevention Program for At‐Risk Parents

The purpose of this study was to examine the effectiveness of a psychoeducational parenting program with at‐risk parents of young children. At‐risk was defined as excessive parental use of verbal and corporal punishment combined with low‐income status. All families were seen for 10 weeks, either individually or in very small groups. Results showed that compared with the control group, parents participating in the program significantly decreased their levels of verbal and corporal punishment, anger, stress, and reported child behavior problems; results were maintained at follow‐up. Implications for counselors are provided.     

Underlying processes in the poor response inhibition of children with Attention-Deficit/Hyperactivity Disorder

This study evaluated the effects of reward, punishment, and reward + punishment on the impulsive responses of ADHD children. The impulsive responses of ADHD and normal control boys (30 per group) were compared during performance of a go/no-go task, administered under reward-only, punishment-only, and reward + punishment conditions. When differences in aggression, anxiety, and IQ between these groups were controlled for, results indicated that the impulsivity levels of the ADHD group were higher than the control group in all three reinforcement conditions. Also, the ADHD group was more impulsive in the reward + punishment condition, compared to the reward-only and punishment-only conditions, and there was no difference between the reward-only and punishment-only conditions. The control groups showed no difference across the three reinforcement conditions. These findings raise the possibility that the poor response inhibition of ADHD children may be related to both a generalized inhibitory deficit and a response modulation deficit.     

Variable-interval punishment during variable-interval reinforcement

Variable-interval punishment was superimposed on a variable-interval food reinforcement baseline for three groups of rats. The value for the variable-interval punishment schedule was the same as that for the variable-interval food reinforcement schedule, although the two schedules were programmed independently. The three groups were Variable Intervals 0.5, 1, and 3 min. Little or no suppression occurred in the three groups at mild (0.2 and 0.4 ma) intensities of punishment, but at 0.6 ma, complete suppression occurred almost uniformly. During continued punishment, there was no consistent recovery toward the pre-punishment baseline at suppressing intensities of punishment. After punishment was discontinued, recovery from suppression was more rapid the lower the punishment intensity, and the lower the value of the variable-interval schedules of reinforcement and punishment.     

Physical punishment and the parenting cycle: a survey of Northern Irish parents

The intergenerational transmission of physical punishment was examined in a questionnaire study of Northern Irish parents (n=371). Participants completed measures of commitment to and use of physical punishment, hostility and a retrospective parenting report on their parents' disciplinary behaviours. The results reveal that 91% of Northern Irish parents report using physical punishment to discipline their children (including 44% who smack only ‘very rarely’). Retrospective reports of working class parents suggest that physical punishment by grandparents at low, medium and high levels corresponds to the levels of reported punishment used by participants with their own children. Middle class parents who reported low or medium levels of parental discipline displayed a similar pattern of intergenerational transmission. However, middle class parents who reported receiving higher levels of punishment were found to use lower rates of punishment with their children. Copyright © 1999 John Wiley & Sons, Ltd.     

Parental Physical Punishment and Adolescent Adjustment: Bidirectionality and the Moderation Effects of Child Ethnicity and Parental Warmth

This study used cross-lagged modeling to examine reciprocal relations between maternal and paternal physical punishment and adolescent misconduct and depressive symptoms, while accounting for stability in both physical punishment and adjustment problems over time. Data were drawn from a sample of 862 two-parent families and their adolescent children (52 % males; 54 % European American; 44 % African American; 2 % other ethnic backgrounds). Mothers’ and fathers’ physical punishment of their adolescents’ ages 12 and 14 predicted increased misconduct and depressive symptoms among these adolescents at ages 14 and 16. Adolescent misconduct, but not depressive symptoms, at ages 12 and 14 predicted increased physical punishment by their parents at ages 14 and 16. Neither parental warmth nor child ethnicity moderated the longitudinal relationship between parental physical punishment and adolescent adjustment. Patterns of findings were similar across mothers and fathers.     

Multilevel and Cross-Level Effects of Neighborhood and Family Influences on Children’s Behavioral Outcomes in Trinidad and Tobago: The Intervening Role of Parental Control

The objective of this investigation was to examine the associations among neighborhood conditions, neighborhood collective efficacy, family economic disadvantage, parental control behaviors, and children’s behavioral outcomes using multilevel and cross-level analyses. The proposed conceptual model incorporated propositions advanced by social disorganization theory, the structural-process model, as well as the Family Stress Model. Data were collected from a nationally representative sample of 1,337 families with children between 3 and 6 years (668 boys) drawn from 45 communities in Trinidad and Tobago. Neighborhood level indicators were assessed using census as well as parent reports whereas individual level constructs were assessed using parent reports. Findings indicated support for the Family Stress Model in that harsh punishment and parental monitoring functioned as mediators of the relationship between family economic disadvantage and behavioral difficulties (parental monitoring for prosocial behaviors). Findings from the multilevel analyses indicated that the relationship between neighborhood infrastructure deprivation and children’s behavioral difficulties and prosocial behaviors was mediated through neighborhood collective efficacy and parental harsh punishment. Cross-level interactions indicated that neighborhood collective efficacy buffered the relationship between parental discipline, monitoring, harsh discipline and behavioral difficulties. Given the importance of communities and families in influencing children’s behavioral outcomes, due consideration must be given to utilizing multilevel and cross-level perspectives both in research as well as in the development of intervention programs. Policies and programs designed to improve neighborhoods conditions, promote neighborhood collective efficacy, and advance the socioeconomic opportunities for families can help enhance the well-being of children.     

Psychometric properties of the Sutter-Eyberg Student Behavior Inventory with rural middle school and high school children

This study examined the psychometric properties of the Sutter-Eyberg Student Behavior Inventory (SESBI) in a rural sample of children and adolescents. Thirty-eight 5th- through 12th-grade teachers completed the SESBI on 726 children in their classrooms. High Cronbach's alphas supported the reliability of the SESBI scales in this population. Higher SESBI scores were obtained by boys than girls and by African American students than Caucasian students, more so at lower grades. Teacher's race did not affect SESBI scores. In contrast to children with developmental delay, children with learning disabilities obtained higher scores than others on the SESBI Intensity scale but not on the Problem scale. This suggests that teachers of children with learning disabilities recognize the higher frequency of problem behaviors in their students but do not consider these behaviors to be problems for themselves. On both SESBI scales, children with developmental delay were not distinguishable from peers without developmental delays.     

Associations between parental control and children's overt and relational aggression

The present study examined specialized associations between parental control and child aggression in a sample of 600 8‐ to 10‐years old children. Parental control dimensions and aggression subtypes were assessed using multiple informants (i.e. children, mothers, fathers, peers, and teachers). In line with expectations, parental physical punishment was positively associated with overt aggression, whereas parental psychological control was positively associated with relational aggression in both girls and boys. In addition, this study demonstrated that if both parents employed similar parenting strategies, it appeared to have a cumulative effect on child aggressive behaviour. Associations involving overt aggression were more pronounced for boys than girls, whereas associations involving relational aggression were not moderated by gender. Overall, the present study contributes to an emerging research field by supporting the hypothesis of specialized associations between parental control and child aggression.     

An examination of vicarious reinforcement processes in children

The primary purpose of the present investigation was to examine vicarious reinforcement processes in children. More specifically, the effects on one child of observing another same-sex child receive direct reinforcement were explored across three different age levels. Subjects were 216 children, randomly assigned to experimental or control conditions. For the control condition, neither child in the same-sex, same-age dyad received reinforcement for performance on the experimental task. For the experimental condition, one child in each dyad received direct social reinforcement for performance, while the other child received no social reinforcement for similar performance. Although children who observed other children receive direct social reinforcement initially increased performance (as predicted by vicarious reinforcement hypotheses), their performance soon decreased and was characterized by verbal and nonverbal responses which appeared to interfere with task performance (e.g., “Hey, I can do them too”, “Look at mine”, “There's no use in trying”). It appeared as if these observing children were being punished for their performance. Such effects were more pronounced for older than younger children; however, they were observed equally in boys and girls. Results were discussed in terms of vicarious reinforcement and “implicit punishment” hypotheses. Implications for applied settings were also addressed.     

Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese,and Japanese Preschoolers

We examined associations between child inhibitory control, harsh parental discipline and externalizing problems in 120 4 year-old boys and girls in the US, China, and Japan. Individual differences in children’s inhibitory control abilities, assessed using behavioral tasks and maternal ratings, were related to child externalizing problems reported by mothers. As predicted, both child inhibitory control and maternal harsh discipline made significant contributions to child externalizing problems in all three countries. Across countries, child inhibitory control and maternal harsh discipline made significant independent contributions to early externalizing problems, suggesting an additive model of association. Our findings supported the cross-cultural generalizability of child inhibitory control and parental harsh punishment as key contributors to disruptive behavior in young children.     

A measure of intensity of parental punishment

To test the possibilities that antecedents and consequents of certain levels of intensity of punishment may have far-reaching effects on behavior, a self-report measure of parental intensity of punishment was developed. Consisting of 33 different situations to which parents react, scores from the instrument were found to be reliable over time. Further construct validity was demonstrated with a variety of predicted relationships between punishment intensity and parent and child characteristics. Five samples of subjects were used with over 400 families, high intensity of punishment scores were found to be related to mothers' lack of warmth and to her intrusiveness when playing with her child; children's maladjusted behavior; aggression and impulsivity in boys; withdrawal and inhibition in girls, and uncooperativeness. Inconsistency of parental punishment also was associated with maladjustment. Results were discussed in terms of Rotter's social learning theory.