Specific Cognitive Strategies Research Articles

School, occupation, culture, and family: The impact of parental schooling on the parent–child relationship.

In contrast to the amount of attention and research devoted to the impact of schooling on individuals, relatively little research has been directed to answering questions about the effects of schooling on family interaction. Based on the available evidence, the author proffers a twofold general hypothesis: (a) Among the enduring effects of schooling on the individual are certain behavioral dispositions that determine how he or she will behave as a parent— for example, how the person will interact with his or her children, (b) In turn, parental behavior will have important consequences for a child's development of specific cognitive skills, learning strategies, and personality characteristics. The primary focus in the article is a conceptual and empirical examination of the impact of schooling on the parent-child relationship. In the course of a series of studies presented here, attempts are made to determine whether parental schooling, parental occupational status, and maternal employment each have a distinct pattern of influences on educationally related aspects of the parent-child relationship. The inquiry is conducted in the context of issues regarding ethnic diversity, individual variability within ethnic groups, and educational and occupational equity, giving particular attention to Chicano families. The findings regarding linkages between parental schooling and the parent-child relationship suggest plausible explanations of the frequent scholastic failure observed among the members of certain ethnic minorities in the United States. Therefore, as a secondary focus, a broad theoretical model is presented that causally links parental schooling, family interaction processes, and children's scholastic performance.

SCHOOL, OCCUPATION, CULTURE, AND FAMILY: THE IMPACT OF PARENTAL SCHOOLING ON THE PARENT‐CHILD RELATIONSHIP

ABSTRACTIn contrast to the amount of attention and research devoted to the impact of schooling on individuals, relatively little research has been directed to answering questions about the effects of schooling on family interaction. Based on the available evidence, the author proffers a two‐fold general hypothesis: (a) Among the enduring effects of schooling on the individual are certain behavioral dispositions that determine how he or she will behave as a parent, e.g., how the person will interact with his or her children. (b) In turn, parental behavior will have important consequences for the child's development of specific cognitive skills, learning strategies, and personality characteristics. The primary focus in the article is a conceptual and empirical examination of the impact of schooling on the parent‐child relationship. In the course of a series of studies, attempts are made to determine whether parental schooling, parental occupational status, and maternal employment each have a distinct pattern of influences on educationally related aspects of the parent‐child relationship. The inquiry is conducted in the context of issues regarding ethnic diversity, individual variability within ethnic groups, and educational and occupational equity, giving particular attention to Chicano families. The findings regarding linkages between parental schooling and the parent‐child relationship suggest plausible explanations of the frequent scholastic failure observed among the members of certain ethnic minorities in the United States. Therefore, as a secondary focus, a broad theoretical model is presented that causally links parental schooling, family interaction processes, and children's scholastic performance.

Cognitive Control of Pain: Effects of Multiple Cognitive Strategies

A total of 80 subjects were exposed to cold pain or pressure pain under one of four experimental treatments: (a) instructions to use five cognitive strategies to reduce pain, e.g., to dissociate oneself from the pain and to imagine that the stimulated area is numb; (b) the same instructions to use five strategies, but given in a brief form (45 sec.); (c) instructions to use one specific cognitive strategy (to think of pleasant events); or (d) control. Both the long and the brief instructions to use five strategies raised average pain tolerance about 100% above the control level but did not change the ratings of pain intensity or distress. It is concluded that it is much easier to change tolerance of pain than to change perception of pain or the distress produced by pain.

Cognitive control of pain: four serendipitous results.

The experiment was designed to determine whether specific cognitive strategies are effective in reducing pain. Subjects were tested either on cold pain or pressure pain. Although the cognitive strategies did not significantly alter pain tolerance or pain intensity, the following four findings emerged: (a) males and females responded in a similar manner to the painful stimuli, (b) both the experimental subjects and the controls had surprisingly high tolerance of pain, (c) subjects typically generated their own thoughts and images to control pain, and (d) subjects responded to cold pain and to pressure pain in a similar manner.

Instrumental control of autonomic responses with the use of a cognitive strategy. A case report.

The technique included some unusual features. Instructions were written specifically for the patient in order to attach motivational significance to the signalling stimulus, to be compatible with his conceptualization of the problem and to instruct him in the use of a specific cognitive strategy to gain control of the biological process. Before instrumental control training per se the patient was instructed concerning progressive relaxation, and the relaxation process was eventually used as the cognitive strategy in the control sessions. Treatment was completed in 10 weeks, and follow-up over a period of 15 months shows no relapse in terms of perspiration or social behaviour.