A Micro-Analytic Approach to Parent-Child Reminiscing

Svane, Riikka P.; Kingo, Osman S.; Krøjgaard, Peter

doi:10.1016/j.cogdev.2020.101004

Cited by 6 publications

(3 citation statements)

References 63 publications

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“…The present study was a part of a larger research programs investigating parent–child verbal interactions (Svane, Kingo & Krøjgaard, 2021; Svane, Olesen et al ., 2021). However, the analyses of the emotional content in the present study is novel and the research question of how parents talk about emotions was not addressed in the other studies based on the same datasets.…”

Section: Methodsmentioning

confidence: 99%

Gender differences in emotional reminiscing in a Scandinavian sample

Svane

Zaman

Merrill

et al. 2022

Scandinavian J Psychology

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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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Section: Methodsmentioning

confidence: 99%

Gender differences in emotional reminiscing in a Scandinavian sample

Svane

Zaman

Merrill

et al. 2022

Scandinavian J Psychology

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“…Similarly, through experiences of their parents' responding to their emotions, children learn if, and how, expressing emotion leads to support (Bowlby, 1969). Young children recall more memory information when their parents ask questions and confirm the child's contributions (i.e., reminisce elaboratively; Svane et al, 2021), which often includes validating emotions. As children grow older, they learn to articulate their own emotions and empathise with other people's emotions through such emotion socialisation (Spinrad & Gal, 2018;Taylor et al, 2013).…”

Section: Developmental Trajectoriesmentioning

confidence: 99%

“…The aim of the thesis was to clarify social reminiscing and emotional support's unique roles within such conversations. Extant research indicates that social reminiscing and closeness have similar theorised predictors (e.g., closeness and attachment), similar functions (e.g., emotion regulation, identity development, wellbeing, relationship maintenance and autobiographical memory development) and similar developmental trajectories (e.g., McLean et al, 2007;Reis et al, 2010;Svane et al, 2021;Szwedo et al, 2017). Such similarities suggest that social reminiscing and emotional support are "jangled"-they could be different labels given to the same phenomenon (see Lawson & Robins, 2021).…”

Section: Chapter Four -Creating a Connection: How Depressive Symptoms...mentioning

confidence: 99%

Untangling Social Reminiscing and Emotional Support

Burgess¹

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<p>Different researchers prioritise different conversational processes as core to our relationships and our wellbeing. Two such processes are social reminiscing and emotional support. Social reminiscing and emotional support share conceptual and functional similarities, but previous research has not systematically compared them. Could they be the same? This thesis sought to disentangle social reminiscing from emotional support in several ways. In Chapter 2, participants imagined stressful scenarios (Study 1, N = 381) or recalled stressful and happy past events (Study 2, N = 380), and reported on the social reminiscing and emotional support that they desired (Study 1) or received (Study 2) from their conversation partner. Study 1’s results indicated that social reminiscing and emotional support are statistically distinct processes: People desired more reminiscing when they felt closer to the support provider, but desired consistently high levels of emotional support, regardless of how close they felt to the support provider. Study 2 produced more mixed results, finding no evidence that closeness changed how much reminiscing or emotional support was recalled in real life. Chapter 3 developed and validated a dyadic observational coding scheme for social reminiscing with a sample of people who discussed past events (a memory-directed context; Study 3, N = 51 dyads) and a sample of romantic partners who discussed future goals (i.e., a support-directed context; Study 4, N = 100 dyads). Results provided further evidence that social reminiscing and emotional support are distinct processes that work in tandem within a conversation. Finally, Chapter 4 included an observational study (N = 66 dyads) which examined the links between people’s depressive symptoms, dyadic patterns of social reminiscing and emotional support in conversations, and relational wellbeing. No evidence emerged linking depressive symptoms with patterns of social reminiscing and emotional support. However, discriminant findings indicated that social reminiscing predicted greater satisfaction with the conversation, but not perceived partner responsiveness. Conversely, emotional support predicted greater perceived partner responsiveness, but not satisfaction. Altogether, this thesis presents the first evidence that social reminiscing and emotional support can be statistically distinguished and are each a unique feature of conversations. Practically, this research suggests that in a real-world conversation, people respond qualitatively differently to past-tense and present-tense emotions. More inter-disciplinary work between relationship scientists and autobiographical memory researchers will be fruitful because their different theories are complementary.</p>

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Relations between parental metacognitive talk and children’s early metacognition and memory

Geurten

Léonard²

2023

Journal of Experimental Child Psychology

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A Micro-Analytic Approach to Parent-Child Reminiscing

Cited by 6 publications

References 63 publications

Gender differences in emotional reminiscing in a Scandinavian sample

Gender differences in emotional reminiscing in a Scandinavian sample

Untangling Social Reminiscing and Emotional Support

Relations between parental metacognitive talk and children’s early metacognition and memory

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