New directions in analyses of parenting contributions to children's acquisition of values.

Traditional theories of how children acquire values or standards of behavior have emphasized the importance of specific parenting techniques or styles and have acknowledged the importance of a responsive parent-child relationship, but they have failed to differentiate among forms of responsiveness, have stressed internalization of values as the desired outcome, and have limited their scope to a small set of parenting strategies or methods. This paper outlines new directions for research. It acknowledges the central importance of parents and argues for research that (1) demonstrates that parental understanding of a particular child's characteristics and situation rather than use of specific strategies or styles is the mark of effective parenting; (2) traces the differential impact of varieties of parent responsiveness; (3) assesses the conditions surrounding the fact that parents have goals other than internalization when socializing their children, and evaluates the impact of that fact; and (4) considers a wider range of parenting strategies.

Unasked-for support and unsolicited advice: age and the quality of social experience.

The present study (N = 122) examined whether older adults (M = 79 years) differed from younger age groups (Ms = 25 and 45 years) in their experience of 35 situations of unsolicited support selected from 7 content areas (e.g., health, cognition, finances, life management). Examined were reported occurrence, affective quality, interpretation, and strategies used when support was unwelcome. At all ages, unasked-for support was regarded as more unpleasant than pleasant, primarily because it implied incompetence. Unexpectedly, compared with the younger adults, older adults reported less occurrence overall (with some variations by content area) but the same level of unpleasant affect. Cognitive and social-relational factors that are age related (e.g., the use of active discounting strategies) played a role in reported occurrence and affective appraisal and may determine whether unsolicited support has positive or negative outcomes.

The impact of experience on children's understanding of illness.

Reported two studies investigating the relationship between the extent of children's experience with illness and their level of understanding about the causes of illness. Both studies compared children with experience of a major chronic illness (cystic fibrosis in Study 1 and cancer in Study 2) with children whose illness experience was relatively minor and acute. The age range of the children in Study 1 was 4.6 to 10.6 years; in Study 2 it was 7 to 14 years. The measure of understanding of illness was the Bibace and Walsh (1980, 1981) Piagetian-based test. To determine the specificity of illness experience effects, performance on this test was considered against a second measure of cognitive functioning: conservation of amount and volume in Study 1; the Peabody Picture Vocabulary test-Revised in Study 2. Results point to both age and experience as contributing to children's understanding of illness. Methodological issues and implications for future research are discussed.