本研究的受試者是301位小學四、五、六年級的男女兒童。自變項為有關父母子女關係的10種分數，如愛、忽視、排斥等。依變項為12種認知能力的分數，包括收斂性思考與發散性思考之語文與非語文能力。 測驗工具為Roe與Sieglmar之親子關係問卷，Torrance之創造思考測驗，及Sullivar之加州心理成熟測驗。除最後一種測驗，其餘測驗皆在本研究中加以修訂。研究結果發現，積極性的親子關係（如愛、獎勵）與各種認知能力有正的相關；消極性的親子關係（如排斥、忽略）則具有負的相關。本研究亦發現年齡、性別及文化等因素對認知能力皆有其獨特的影響，而父親的影響甚至較母親為大。又父女關係與母子關係皆有再深入了解之必要。

　　　　　301 pupils, randomly selected from 4th-, 5th- and 6th-grade of an elementary school were used as subjects for the present study. The independent variables were 10 scores of parent-child relations, with mother and father form separately. They were: loving, neglecting, rejecting, etc. The dependent variables were 12 scores on cognitive abilities, of verbal and non verbal on convergent as well as divergent thinking tests. Test instruments involved Roe and Seigelman's PCR, Torrance Tests of Creative Thinking and Sullivan's California Short Form Test of Mental Maturity, Level II. Except Sullivan's Test (modified form was published already), the other tests were modified in the present study. All the modified tests have acceptable reliabilities and validities. Results of this study confirmed most of the set up hypotheses: positive parent-child relations, such as loving, rewarding, etc. are positively related to child's various cognitive abilities; negative parent-child relations, such as neglesting, rejecting, etc. are negatively related to child's cognitive abilities. Age, sex and culture also provide effects. Though our culture often neglects father's role in child rearing practices, from the present study, father has even more meaningful effects than mother has. Father-daughter and mother-son relations need also to be recognization.