Asking Parents to Prepare Children for an Event: Altering Parental Instructions Influences Children's Recall

Autor/inn/en	Salmon, Karen; Mewton, Louise; Pipe, Margaret-Ellen; McDonald, Skye
Titel	Asking Parents to Prepare Children for an Event: Altering Parental Instructions Influences Children's Recall
Quelle	In: Journal of Cognition and Development, 12 (2011) 1, S.80-102 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Foreign Countries; Parent Child Relationship; Information Dissemination; Memory; Interpersonal Communication; Story Reading; Context Effect; Recall (Psychology); Children; Australia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Informationsverbreitung; Gedächtnis; Interpersonale Kommunikation; Abberufung; Child; Kind; Kinder; Australien
Abstract	The authors investigated whether manipulating parents' goals regarding their discussion of an upcoming staged event with their 6-year-old children differentially influenced the children's recall. Parents (n = 62) were asked to prepare their child for a staged novel event--"visiting the pretend zoo"--to take place 1 day later. One group ("inform") was asked to simply tell their child about the event, whereas a second group ("discuss") was asked to engage their child in conversation and seek their child's perspective. A third group of parents ("control") read an unrelated story to their child. Relative to parents in the "control" and "inform" conditions, parents in the "discuss" condition engaged their children in richer, more diverse, and complex conversation and their children made more contributions to the conversation. When their recall was tested 1 week later, however, children in the "inform" condition, relative to the "discuss" and "control" conditions, recalled more correct information overall. The reports of children in the "inform" and "discuss" conditions were highly accurate, and more so than those of children in the "control" condition. The findings and their possible underlying mechanisms are discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10