Measuring Parents' Elaborative Reminiscing: Differential Links of Parents' Elaboration to Children's Autobiographical Memory and Socioemotional Skills

Autor/inn/en	Leyva, Diana; Reese, Elaine; Laible, Deborah; Schaughency, Elizabeth; Das, Shika; Clifford, Amanda
Titel	Measuring Parents' Elaborative Reminiscing: Differential Links of Parents' Elaboration to Children's Autobiographical Memory and Socioemotional Skills
Quelle	In: Journal of Cognition and Development, 21 (2020) 1, S.23-45 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2019.1668395
Schlagwörter	Memory; Social Development; Emotional Development; Personal Narratives; Preschool Children; Parents; Emotional Response; Recall (Psychology); Predictor Variables; Incidence; Coding; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Gedächtnis; Soziale Entwicklung; Gefühlsbildung; Erlebniserzählung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Emotionales Verhalten; Abberufung; Prädiktor; Vorkommen; Codierung; Programmierung; Ausland; Neuseeland
Abstract	Parents' elaboration plays an important role in autobiographical memory and socioemotional development. Two types of coding approaches have been used to assess parents' elaboration: a frequency-based coding (absolute frequencies of different types of elaborative utterances) and a scale-based coding (a 5-point scale based on relative frequencies of types of questions). We examined whether these two coding approaches were related and whether they were differentially associated with child autobiographical memory and socioemotional skills. Sixty-eight preschoolers (M = 50.32) reminisced about positive and negative past events, with their parents and with a researcher. Parents' elaboration was assessed using the frequency- and scale-based coding approaches. Child autobiographical memory and emotion references were assessed in shared recall (parent-child conversations). Child autobiographical memory was also assessed in independent recall (researcher-child conversations). Child emotion regulation was assessed using the Challenging Situation task. The two coding approaches were moderately related. Parents' elaboration was related to child autobiographical memory and emotion references in shared recall, regardless of the coding approach. Whereas the frequency-based coding was uniquely related to child memory in the independent recall, the scale-based coding was uniquely related to child emotion regulation. Implications of using diverse coding approaches to understand the role of parents in child development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01