title: The effect of social influence on cognitive development and school performance.
abstract: Three months before school entrance a sample of 29 children and their mothers was tested for degree of decentred child educability and degree of decentred maternal teaching. Mother and child were tested in two different situations, thus preventing interdependency between the measures of mother and child. Four months after school entrance, teacher judgements of school performance were obtained. A strong correspondence between degree of decentred child educability and degree of decentred maternal teaching was demonstrated. Degree of decentred maternal teaching and degree of decentred child educability were found to be good predictors of school performance, accounting for respectively 45 and 33% of the variance in school performance. In contrast a test of school readiness only accounted for 2% of the variance. A test of intelligence given after the teacher judgement accounted for 31% of the variance. The fact that the mother seems to be a better predictor of her child's school performance than the child himself, supports the assumption that parents, particularly mothers, are important mediators between the child and the outer world.
authors.forename: E
authors.initials: E
authors.lastname: Hartmann
authors.forename: T J
authors.initials: TJ
authors.lastname: Eri
authors.forename: A H
authors.initials: AH
authors.lastname: Skinstad
mesh_terms: D000124:Achievement; D002648:Child; D002657:Child Development; D005260:Female; D006801:Humans; D008425:Maternal Behavior; D009034:Mother-Child Relations; D013663:Teaching