Abstract
Twenty years ago, William Kessen, Greta Fein and I developed and tested a model of parent education, a model which involved variation in curricular content, didactic approaches, and child outcomesβexperimentally contrasted. Our experience yielded some valuable lessons about the extent to which researchers can influence parents' behaviour, and parents their children's development. In the present article I suggest that these lessons might be useful for researchers now as they were for us then. I present some observations about the research that developmental psychologists have done in the intervening two decades and suggest that we could learn much by using such a model of parent education to answer questions about the effets of parents' behaviour on children's development. Carefully done, parent education studies can yield valuable information about many of the questions raised in recent correlational research. Parent training research can suggest hypotheses that can be tested with data collected nonβinterventively and analysed in causal model analysesβand vice versa. What is more, because one reason for studying parent effects is so that we can offer guidance to parents about rearing their children, this design has a particular advantage; it is both the medium and the message.