Yes, No, Maybe So: Caregiver Autonomy Support, Conversation Context, and Children's Memory Performance

Autor/inn/en	Slonecker, Emily M.; Klemfuss, J. Zoe
Titel	Yes, No, Maybe So: Caregiver Autonomy Support, Conversation Context, and Children's Memory Performance
Quelle	In: Developmental Psychology, 59 (2023) 2, S.285-296 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slonecker, Emily M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001500
Schlagwörter	Memory; Personal Autonomy; Prediction; Preschool Children; Parent Child Relationship; Age Differences; Disclosure; Accuracy; Task Analysis; Correlation; Recall (Psychology); Child Development; Comparative Analysis; Caregiver Child Relationship; Florida (Miami); California + Suchen Sie Ihr Suchwort? Gedächtnis; Individuelle Autonomie; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Age; Difference; Age difference; Altersunterschied; Aufgabenanalyse; Korrelation; Abberufung; Kindesentwicklung; Kalifornien
Abstract	The extant literature on the use of autonomy support during caregiver-child conversations has focused primarily on conversations about fun, shared experiences, with limited consideration of unshared experiences or attention toward the role of conversation context. The present study examined how autonomy support, conversation context, and child age interact to predict 3-to-5-year-old children's disclosure of accurate information when discussing an unshared past event with their caregiver and an experimenter. Dyads (N = 111) were recruited from two locations (Miami, Florida and Orange County, California) by research recruitment firms. Children completed a standardized activity alone and then discussed the activity with their caregiver. The context of the discussion was manipulated so that dyads focused on either accumulating facts (Fact condition) or having fun (Fun condition). Afterward, children discussed the activity with a neutral interviewer. Caregivers in the fact condition were less autonomy supportive when discussing the activity than those in the fun condition. During the caregiver-child interview, caregiver autonomy support was negatively associated with children's disclosure of correct event details for those in the fun condition only. Caregiver autonomy support was negatively associated with children's correct details during the experiment-child interview across both context conditions. While older children provided more correct details during both interviews, there were no other age-related effects. These results demonstrate that conversation context moderates the link between autonomy support and children's autobiographical memory performance. Past contradictory findings in the field are discussed in light of these results. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01