The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge

Autor/inn/en	Van Bergen, Penny; Salmon, Karen; Dadds, Mark R.; Allen, Jennifer
Titel	The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge
Quelle	In: Journal of Cognition and Development, 10 (2009) 3, S.162-187 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Preschool Children; Mothers; Instruction; Memory; Sharing Behavior; Recall (Psychology); Content Analysis; Child Development; Emotional Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Teaching process; Unterrichtsprozess; Gedächtnis; Abberufung; Inhaltsanalyse; Kindesentwicklung; Gefühlsbildung
Abstract	The present study examined the impact of training mothers in high-elaborative, emotional reminiscing on children's autobiographical memory and emotion knowledge. Eighty mothers were randomly allocated to one of two training conditions: in the "reminiscing" condition, mothers were encouraged to reminisce by asking their children (aged 3.5 to 5 years) elaborative "Wh"- questions, providing detailed descriptions, and discussing emotions, and in the "control" condition, mothers were encouraged to play by following their children's lead. Forty-four mothers completed the study. Both immediately and 6 months after training, mothers in the "reminiscing" condition and their children each made more high-elaborative utterances and emotion references during shared recall than did mothers in the "control" condition and their children. Children of "reminiscing" mothers also showed better emotion cause knowledge after 6 months than did children of "control" mothers, but children's independent recall to an experimenter did not differ according to condition. The findings suggest that an elaborative and emotion-rich reminiscing style can be taught to parents, with potential benefits for children's shared (but not independent) memory contributions and for emotion knowledge development. (Contains 1 table, 3 figures, and 1 footnote.) (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