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Cen-Yagiz S, Aytac B. Assessing Maternal Attitudes: Development, Validation, and Psychometric Properties of the Mother-Child Reminiscing Scales. Psychol Rep 2023:332941231180140. [PMID: 37269232 DOI: 10.1177/00332941231180140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
OBJECTIVE Mother-child participation in conversations about past events in early childhood has an invaluable influence on child development. While previous studies have focused on the investigation of maternal styles of talking about the past, the role of maternal attitudes towards reminiscing has been overlooked. This paper presents two studies on the development and validation of two separate scales that assess maternal attitudes in mother-child conversations: the Maternal Attitudes Towards Mother-Child Reminiscing Scale (MCRS) and MCRS-Context. DESIGN In Study 1, we have investigated the factor structure of the MCRS (N = 312) and MCRS-Context (N = 278) with a sample of mothers whose children aged between 3 and 7. In Study 2, we aimed to test the factor structure obtained by exploratory factor analysis (EFA) in Study 1 using confirmatory factor analysis (CFA) and we have investigated the psychometric properties of the scales with a different sample of 223 mothers. RESULTS EFA and CFA results have suggested four theoretically consistent factors of the MCRS (interest, competency, satisfaction and difficulty) and a one-factor structure for the MCRS-Context (general positive attitudes in comparison to other mothers). To test construct validity, the relationships with related independent scales were investigated, indicating generally significant and theoretically expected correlations. The test/re-test, Cronbach alpha and composite reliability scores indicated acceptable internal consistency for both scales. CONCLUSIONS The findings of both studies provided evidence for the validity and reliability of these scales in evaluating maternal attitudes towards mother-child conversations. It is thought that the studies presented here will provide useful insight for future studies for understanding the link between maternal cognitions and reminiscing practices in mother-child conversations and the effect of that link on child development.
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Affiliation(s)
- Suzan Cen-Yagiz
- Department of Psychology, Faculty of Letters, Hacettepe University, Turkey
| | - Berna Aytac
- Department of Psychology, Faculty of Letters, Hacettepe University, Turkey
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2
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Fivush R, Salmon K. Maternal reminiscing as critical to emotion socialization. MENTAL HEALTH & PREVENTION 2023; 30:200281. [PMID: 37193550 PMCID: PMC10163791 DOI: 10.1016/j.mhp.2023.200281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 05/01/2023] [Accepted: 05/03/2023] [Indexed: 05/18/2023]
Abstract
Background In the wake of the COVID-19 pandemic, the central importance of socioemotional skills in positive child development has become even more apparent. Prevalent models of emotion socialization emphasize the importance of parent-child talk as a critical socialization context. Purpose Autobiographical reminiscing about the child's lived experience may be a particularly effective form of parent-child conversation that facilitates emotion understanding. Method The authors provide a theoretical and empirical review of how maternal reminiscing style impacts specifically on emotion socialization in both typically and atypically developing children. Results Individual differences in maternal reminiscing indicate that highly elaborative reminiscing is related to both better narrative skills and higher levels of emotion understanding and regulation both concurrently and longitudinally. Intervention studies indicate that mothers can be coached to be more elaborative during reminiscing and coaching leads to higher levels of emotion understating and regulation. Conclusions Reminiscing about lived experience allows mothers and children to explore and examine emotions in personally meaningful situations that have real world implications for children's evolving emotion understanding.
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Garnett M, Reese E, Swearingen I, Peterson E, Salmon K, Waldie K, D’souza S, Atatoa-Carr P, Morton S, Bird A. Maternal Reminiscing and Children’s Socioemotional Development: Evidence from a Large Pre-Birth Longitudinal Cohort Study, Growing Up in New Zealand. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2023.2192276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
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Tõugu P, Tulviste T, Schröder L. Making sense of the pandemic: Parent-child conversations in two cultural contexts. PLoS One 2023; 18:e0280781. [PMID: 36689431 PMCID: PMC9870112 DOI: 10.1371/journal.pone.0280781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 01/07/2023] [Indexed: 01/24/2023] Open
Abstract
The present study focused on parent-child conversations about COVID-19 related changes in children's lives in Estonia and Germany with an aim to understand how children's conceptual understanding of the disease and their emotional security is created and reflected in these interactions. Twenty-nine parent-child dyads from both cultural contexts provided self-recorded conversations. The conversations were analyzed for the type of explanations, emotional content, and valence. Estonian conversations were longer than those of German dyads. Explanatory talk appeared in both contexts but was general in nature. Conversations in both cultural contexts also included very few emotional references and tended to focus on both positive and negative aspects of the situation. The conversations show that parents tend to support children's coping with stressful situations by helping them conceptually understand COVID-19 and paying little attention to children's comprehension of feelings about the situation.
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Affiliation(s)
- Pirko Tõugu
- Institute of Psychology, University of Tartu, Tartu, Estonia
| | - Tiia Tulviste
- Institute of Psychology, University of Tartu, Tartu, Estonia
| | - Lisa Schröder
- University of Applied Sciences Magdeburg-Stendal, Magdeburg, Germany
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5
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Cebioğlu S, Marin KA, Broesch T. Variation in caregivers' references to their toddlers: Child-directed speech in Vanuatu and Canada. Child Dev 2022; 93:e622-e638. [PMID: 36062549 DOI: 10.1111/cdev.13833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The authors examined similarities and differences in Canadian and ni-Vanuatu caregivers' child-directed speech to their toddlers (N = 35, Mage : 21 months, 20 girls). Speech samples were collected (2013-2016) during free play and analyzed with a focus on describing parents' references to their toddlers. Canadian caregivers referred significantly more to toddlers' tangible characteristics (relative risk, RR = 2.12) and internal states (RR = 2.31), whereas ni-Vanuatu caregivers referred more to actions (RR = 2.04). When referring to internal states, Canadian mothers referred significantly more to mind-minded states, whereas ni-Vanuatu caregivers referred more to body-minded states (RR = 7.98). These findings are interpreted as capturing meaningful differences in toddlers' opportunities to attend to themselves. Implications for self-concept development are discussed.
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Affiliation(s)
- Senay Cebioğlu
- Department of Human Behavior, Ecology and Culture, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
| | - Kelly A Marin
- Psychology Department, Manhattan College, Riverdale, New York, USA
| | - Tanya Broesch
- Psychology Department, Simon Fraser University, Burnaby, British Columbia, Canada
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6
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Svane RP, Zaman W, Merrill N, Krøjgaard P, Fivush R. Gender differences in emotional reminiscing in a Scandinavian sample. Scand J Psychol 2022; 63:173-181. [PMID: 35288950 DOI: 10.1111/sjop.12802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 10/12/2021] [Accepted: 12/07/2021] [Indexed: 11/28/2022]
Abstract
Emotional reminiscing is a context where children learn culture-specific ways of understanding past emotional experiences through parentally scaffolded conversations, and learn how to connect these disparate experiences into their developing autobiographical memory. The goal of the present investigation was to explore possible gender differences in emotional reminiscing in an egalitarian cultural context (Denmark). Mothers and fathers from families (N = 88) reminisced about a happy and a sad past event with their 4.5-year-old children. Parents' and children's contributions were coded for emotion words, emotion attributions, and explanations. The emotional content did not differ as a function of parent or child gender. However, Danish children talked more about emotions overall with their mothers compared to their fathers. The results are discussed in light of the socio-cultural practices.
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Affiliation(s)
- Riikka Pauliina Svane
- Department of Psychology and the Behavioral Sciences, Center on Autobiographical Memory Research (CON AMORE), Aarhus University, Aarhus, Denmark
| | - Widaad Zaman
- Department of Psychology College of Sciences, University of Central Florida, Orlando, FL, USA
| | - Natalie Merrill
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Peter Krøjgaard
- Department of Psychology and the Behavioral Sciences, Center on Autobiographical Memory Research (CON AMORE), Aarhus University, Aarhus, Denmark
| | - Robyn Fivush
- Department of Psychology, Emory University, Atlanta, GA, USA
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7
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Mitchell C, Reese E. Growing Memories:
Coaching Mothers in Elaborative Reminiscing with Toddlers Benefits Adolescents’ Turning‐Point Narratives and Wellbeing. J Pers 2022; 90:887-901. [DOI: 10.1111/jopy.12703] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 12/19/2021] [Accepted: 12/23/2021] [Indexed: 11/28/2022]
Affiliation(s)
- Claire Mitchell
- University of Otago Psychology Department PO Box 56 Dunedin New Zealand 9054
| | - Elaine Reese
- University of Otago Psychology Department PO Box 56 Dunedin New Zealand 9054
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8
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The role of preacademic activities and adult-centeredness in mother-child play in educated urban middle-class families from three cultures. Infant Behav Dev 2021; 64:101600. [PMID: 34153780 DOI: 10.1016/j.infbeh.2021.101600] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2021] [Revised: 04/29/2021] [Accepted: 06/12/2021] [Indexed: 11/27/2022]
Abstract
The present study analyzes similarities and differences in cultural beliefs about mother-child play and their manifestation in maternal and children's play practices in three different educated urban middle-class cultures. Based on the general assumption that mother-child play is an important context for child learning and development in educated urban middle-class communities that should result in cross-cultural similarities in mother-child play, the current study also hypothesized culture-specific accentuations, namely a stronger emphasis on preacademic vs. non-academic play activities and on adult-centered vs. child-centered modes of interaction in Chennai, India, (n = 28) than in Münster, Germany, (n = 35) and New York City (NYC), USA, (n = 36). Maternal goals and strategies were assessed in semi-structured interviews and mothers from Chennai emphasized play goals and preacademic goals to similar degrees, whereas mothers from Münster and NYC accentuated play goals. In line with their emphasis on preacademic goals and strategies, Chennai mothers showed significantly more preacademic activities during play with their 2-year-olds, especially explicit teaching. Furthermore, Chennai mothers' stronger emphasis on play directives and children's higher levels of responsive play complemented the pattern of more adult-centered beliefs and practices. In contrast, mothers from Münster and NYC were more likely to emphasize child-centeredness, with significantly more goals revolving around child immersion in play activities and autonomy-supporting play practices, including autonomous exploration, toddlers' leadership and control, and maternal responsiveness. Unexpectedly, toddlers from NYC engaged the most in preacademic activities, especially responding to maternal quizzing.
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10
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Svane RP, Olesen MJR, Kingo OS, Krøjgaard P. Gender and parental involvement in parent-child reminiscing in a Scandinavian sample. Scand J Psychol 2020; 62:159-169. [PMID: 33206393 DOI: 10.1111/sjop.12695] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Accepted: 10/13/2020] [Indexed: 02/03/2023]
Abstract
Despite the extensive bulk of literature on maternal reminiscing style, only a handful of reminiscing studies have investigated gender differences in parental reminiscing style, with none of these studies having explored the possible relationship between parental involvement level and parental reminiscing style. The current study investigated gender differences in parental reminiscing style across positive and negative event types in an egalitarian Scandinavian context while exploring the potential relationship between parental reminiscing style and parental involvement level. Mothers and fathers from N = 88 families reminisced about shared happy and sad events, respectively, with their 4-year-old children. Overall, parental involvement level was not related to parental reminiscing style. However, mothers' elaborations and positive evaluations were associated with their level of involvement level in the sad event conversations. Although mothers and fathers did not differ in their reminiscing style overall, gender differences appeared in the consistency of parental reminiscing style across event types.
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Affiliation(s)
- Riikka P Svane
- Department of Psychology and Behavioral Sciences, Center on Autobiographical Memory Research, Aarhus University, Denmark
| | - Marie Josefine R Olesen
- Department of Psychology and Behavioral Sciences, Center on Autobiographical Memory Research, Aarhus University, Denmark
| | - Osman S Kingo
- Department of Psychology and Behavioral Sciences, Center on Autobiographical Memory Research, Aarhus University, Denmark
| | - Peter Krøjgaard
- Department of Psychology and Behavioral Sciences, Center on Autobiographical Memory Research, Aarhus University, Denmark
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11
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Wu Y, He Z, Jobson L. Maternal Reminiscing and Autobiographical Memory Features of Mother-Child Dyads in a Cross-Cultural Context. Child Dev 2020; 91:2160-2177. [PMID: 32757225 DOI: 10.1111/cdev.13430] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Maternal reminiscing styles and mother-child memory features were examined in a cross-cultural context. Fifty-five Chinese (Guangzhou, China) and 48 Australian (Melbourne, Australia) mother-child dyads (child age: 3-6 years) independently retrieved autobiographical memories and jointly discussed past events. Australian mothers used greater elaborative and supportive reminiscing and provided more specific memories than Chinese mothers. Australian children provided greater memory elaboration than Chinese children, but they did not differ in memory specificity. Maternal reminiscing styles and cultural group were independently predictive of child memory elaboration but not specificity. Nonetheless, moderation analyses showed that the two maternal reminiscing styles (elaborative and supportive) interacted to predict child memory specificity. These findings indicate the importance of culture and types of reminiscing on memory development.
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12
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Kabha L, Berger A. The sequence of acquisition for theory of mind concepts: The combined effect of both cultural and environmental factors. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100852] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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13
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Leyva D, Reese E, Laible D, Schaughency E, Das S, Clifford A. Measuring Parents’ Elaborative Reminiscing: Differential Links of Parents’ Elaboration to children’s Autobiographical Memory and Socioemotional Skills. JOURNAL OF COGNITION AND DEVELOPMENT 2019. [DOI: 10.1080/15248372.2019.1668395] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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14
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Sahin-Acar B, Bahtiyar-Saygan B, Alsancak-Akbulut C, Sagel-Cetiner E. Reunion after a long day: Mother-child dyads’ unshared memory conversations. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.100822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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15
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Nelson K, Fivush R. The Development of Autobiographical Memory, Autobiographical Narratives, and Autobiographical Consciousness. Psychol Rep 2019; 123:71-96. [DOI: 10.1177/0033294119852574] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this article, we expand on aspects of autobiographical memory initially laid out in our earlier exposition of the sociocultural developmental model. We present a developmental account of the integration of an extended subjective perspective within an extended narrative framework both of which are mediated through language and shared cultural narratives that culminate in autobiographical consciousness. Autobiographical consciousness goes beyond simple memories of past events to create a sense of extended self through time that has experienced and reflexively evaluated events. We argue from philosophical, evolutionary, and developmental psychological perspectives that narratives are a critical form of human consciousness, and that this form is learned through everyday social interactions that are linguistically mediated. Language has “double-duality” in that it is both outward facing, allowing more explicit, organized and differentiated communication to and with others, and language is also inward facing, in that language provides tools for organizing and differentiating internal consciousness. Although consciousness itself is multifaceted, we argue that language is the mechanism without which this particular form of human autobiographical consciousness would not develop.
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Affiliation(s)
- Katherine Nelson
- The Graduate Center of the City University of New York, New York City, NY, USA
| | - Robyn Fivush
- Institute for the Liberal Arts, Emory University, Atlanta, GA, USA
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16
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Emotion talk during mother–child reminiscing and book sharing and children’s socioemotional competence: evidence from Costa Rica and Germany. ACTA ACUST UNITED AC 2019. [DOI: 10.1007/s40167-019-00078-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
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17
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Fivush R. Sociocultural developmental approaches to autobiographical memory. APPLIED COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1002/acp.3512] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Robyn Fivush
- Department of Psychology; Emory University; Atlanta GA USA
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19
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Schröder L, Dintsioudi A, List MK, Keller H. Teachers’ Conversational Style and Children’s Language Development in German Childcare Centers: A Culture-Sensitive Intervention. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2018. [DOI: 10.1177/0022022118812174] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Instructional language programs in German childcare centers have shown limited effectiveness. Two reasons may be that (a) the training is unconnected with everyday situations in which children typically acquire language and (b) the programs adopt a cultural model of psychological autonomy, a model that may be inconsistent with some children’s background. In the present study, we implemented an everyday-based language intervention in four German childcare centers. In a prepost design, teachers ( N = 37, M = 32.97 years) were first trained to adopt an elaborative, socially oriented style. Their language behavior, videotaped and analyzed during daily routines over 1 year, demonstrated significant changes (e.g., asking more open-ended questions, referring to social content and decontextualized content more often). Independent of their families’ cultural orientation. children’s ( N = 85, M = 3.42 years) language competencies significantly increased beyond age-related development norms. In comparison with a control group of children who visited childcare centers implementing instructional language programs, children of the intervention group performed significantly better in nonword repetition (an indicator of lexical knowledge) after 1 year. The results demonstrate that, in a brief intervention, teachers’ conversational style could be effectively changed toward promoting language development in a culture-sensitive way. Although the direct link to children’s language development remains to be proven, results indicate that children with different cultural backgrounds could profit from this everyday-based approach without using extra settings, materials, or instructions.
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Affiliation(s)
- Lisa Schröder
- University of Applied Sciences Magdeburg-Stendal, Germany
| | - Anna Dintsioudi
- Lower Saxony Institute for Early Childhood Education and Development, Osnabrück, Germany
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20
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de la Mata ML, Santamaría A, Trigo EM, Cubero M, Arias-Sánchez S, Antalíková R, Hansen TG, Ruiz ML. The relationship between sociocultural factors and autobiographical memories from childhood: the role of formal schooling. Memory 2018; 27:103-114. [DOI: 10.1080/09658211.2018.1515316] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | - Andrés Santamaría
- Department of Experimental Psychology, University of Seville, Seville, Spain
| | - Eva Mª Trigo
- Department of Experimental Psychology, University of Seville, Seville, Spain
| | - Mercedes Cubero
- Department of Experimental Psychology, University of Seville, Seville, Spain
| | | | - Radka Antalíková
- Department of Communication and Psychology, Aalborg University, Aalborg, Denmark
| | - Tia G.B. Hansen
- Department of Communication and Psychology, Aalborg University, Aalborg, Denmark
| | - Marcia L. Ruiz
- Multidisciplinary Academic Unit of Sciences, Education and Humanities, Autonomous University of Tamaulipas, Victoria, Mexico
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21
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Merrill N, Booker JA, Fivush R. Functions of Parental Intergenerational Narratives Told by Young People. Top Cogn Sci 2018; 11:752-773. [PMID: 29927079 DOI: 10.1111/tops.12356] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Revised: 05/03/2018] [Accepted: 05/03/2018] [Indexed: 11/29/2022]
Abstract
Family stories help shape identity and provide a foundation for navigating life events during adolescence and early adulthood. However, little research examines the types of stories passed onto adolescents and emerging adults, the extent to which these stories are retained and accessible, and the potentially influential parental- and self-identity content constructed in telling these stories. Across three samples, we investigate the accessibility and functions of intergenerational narratives that adolescents and emerging adults know of their parents. By examining adolescents' open-ended intergenerational stories, emerging adults' intergenerational stories of parents' transgression and proud moments, and emerging adults' intergenerational stories of parents' self-defining moments, we systematically describe the functions of various intergenerational stories during adolescence and early adulthood, when identity is in formation. We found that adolescents and emerging adults can readily recount intergenerational stories from parents, and that many of these stories serve to build relationships with the parent, provide insights about parents, provide insights about self, and transmit life lessons. The specific findings by narrative topic and by gender of both participant and parent are discussed.
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Abstract
In a sample of Pacific Island families living in New Zealand ( N = 45), this study tested the relation between caregivers’ strength of ethnic identity and their use of desire, cognitive, and emotion language with their toddlers during a picture description task at 15, 20, 26, 33, and 39 months. Using multi-level growth modeling, caregivers’ strength of ethnic identity predicted the change trajectories of caregivers’ mental state talk over and above the effects of education levels, and these individual estimates were predictive of their children’s performance on an emotion situation and knowledge access tasks at 39 months. We discuss the results in the light of theories regarding the role of culture and mental state language socialization of young children.
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23
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Shahaeian A. Sibling, Family, and Social Influences on Children’s Theory of Mind Understanding. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2015. [DOI: 10.1177/0022022115583897] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although a considerable body of research with samples from Western cultures shows that having siblings influences children’s theory of mind (ToM) understanding, research with samples from other cultures does not always support such findings. The current experiment was designed to examine in detail how family and social environment influence ToM competence in a group of Iranian children from various socioeconomic backgrounds. The participants were 142 preschoolers (4-5 years old) from high-SES (socioeconomic status) urban ( n = 33), low-SES urban ( n = 37), and rural villages ( n = 72). The results failed to show any significant differences between children’s scores on ToM measures among the three subsamples, despite the differences between the number of siblings and playmates and the divergent family backgrounds and social experiences of these children. As such, no significant correlation was found between the number of siblings or playmates these children had and their ToM understanding. However, the number of days children spent playing with peers, and the level of parental interference in siblings’ conflicts, was correlated with children’s ToM understanding. The implications of these results are discussed.
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Affiliation(s)
- Ameneh Shahaeian
- Australian Catholic University, Queensland, Australia
- Charles Sturt University, New South Wales, Australia
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Schröder L, Kärtner J, Keller H. Telling a “baby story”: Mothers narrating their pre-schoolers' past across two cultural contexts. Memory 2014; 23:39-54. [DOI: 10.1080/09658211.2014.931974] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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25
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Reese E, Neha T. Let's kōrero (talk): The practice and functions of reminiscing among mothers and children in Māori families. Memory 2014; 23:99-110. [DOI: 10.1080/09658211.2014.929705] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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