Who Was Abraham Lincoln Anyway? Mother-Child Reminiscing across Levels of Abstraction

Autor/inn/en	Tompkins, Virginia; Duffy, Kaylin; Haisley, Emily; Smith, Richard J.
Titel	Who Was Abraham Lincoln Anyway? Mother-Child Reminiscing across Levels of Abstraction
Quelle	In: Developmental Psychology, 55 (2019) 7, S.1493-1508 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000723
Schlagwörter	Parent Child Relationship; Preschool Children; Inferences; Mothers; Prediction; Story Reading; Questioning Techniques; Abstract Reasoning; Comprehension; Longitudinal Studies; Trend Analysis; Receptive Language; Verbal Ability; Vocabulary; Intelligence Tests; Correlation; Responses; Linguistic Input; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inference; Inferenz; Mother; Mutter; Vorhersage; Befragungstechnik; Fragetechnik; Abstraktes Denken; Denken; Verstehen; Verständnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trendanalyse; Rezeptive Kommunikationsfähigkeit; Mündliche Leistung; Wortschatz; Intelligence test; Intelligenztest; Korrelation; Sprachbildung
Abstract	Researchers studying parent-child reminiscing in the preschool years have often focused on parents' and children's elaborative talk (i.e., provision of unique details). The current study proposes a novel conceptualization of parent-child reminiscing narratives by examining 4 levels of abstraction (i.e., a continuum of literal to inferential language) and utterance function (i.e., wh-questions, yes/no questions, statements) given the relevance of inferential language and utterance function in studies of book reading with preschoolers. The purpose of this novel conceptualization was twofold: to examine the extent to which mothers' levels of abstraction and utterance function (a) elicit children's immediate responses within the same level of abstraction and (b) predict children's story comprehension within and across two time points 6 months apart. We also examined the consistency in these mother-child contingent relations across time, as well as the conceptualization of reminiscing in terms of levels of abstraction in relation to elaborations. Fifty mothers and their preschoolers participated; mean age at Time 1 was 4.42 years and at Time 2 was 4.94 years. We found that mothers elicited children's responses at the same, but not across, levels of abstraction for each utterance function; contingency patterns were remarkably similar across time. Relations between children's story comprehension and mothers' levels of abstractions were not statistically significant, although we discuss trends in the data. Finally, mothers' level of abstraction and elaborative discourse did not vary systematically, suggesting that these are distinct conceptualizations of reminiscing narratives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01