He Says, She Says: Mothers and Children Remembering the Same Events

Wang, Qi; Song, Qingfang

doi:10.1111/cdev.12927

Cited by 12 publications

(9 citation statements)

References 51 publications

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“…There are some investigations which focused on cross-cultural differences in narrative construction during parent-child interaction (e.g., Wang, 2006Wang, , 2013Wang & Brockmeier, 2002;Wang et al, 2017;Wang & Song, 2018). For instance, Doan and Wang (2010) found that European American and Chinese immigrant mothers used different narratives when they created a story while reading a picture book to their children.…”

Section: Socialization As Vehicle For Cultural Transmissionmentioning

confidence: 99%

Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

Senzaki

Shimizu

2020

Journal of Cross-Cultural Psychology

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A large body of research has demonstrated cross-cultural differences in visual attention, especially between members of North American societies (e.g., Canada, United States) and East Asian societies (e.g., China, Japan, Korea). Despite an increasing number of studies suggesting an emergence of cross-cultural differences in early childhood, relatively little is known about how these culturally divergent patterns of attention are acquired and maintained. It has been largely assumed that socialization practices, especially parent–child interactions, contribute to the acquisition of cross-cultural differences in attention. By focusing on maternal narratives during the shared reading activity, this study examined the socialization contexts in which mothers direct their infants’ attention in the United States ( n = 50 dyads) and Japan ( n = 53 dyads). Mothers in the United States and Japan read a picture book to their 6- to 18-month-old infants in the lab, and maternal narratives were coded to identify attention to focal objects and social interactions. Infants’ sustained attention was also measured during shared reading. The findings demonstrated that during the shared reading activity, U.S. mothers were relatively more likely to focus on the focal objects than the background, whereas Japanese mothers were more likely to refer to the social interactions between focal objects and the background. Infants’ age and gender were not related to maternal narratives, and infants’ sustained attention was similar across cultures. Findings suggest significant cross-cultural differences in mother–infant interactions, which may act as scaffolds for infants to internalize their parents’ cognitive styles.

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Section: Socialization As Vehicle For Cultural Transmissionmentioning

confidence: 99%

Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

Senzaki

Shimizu

2020

Journal of Cross-Cultural Psychology

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“…Using parental reports, Wang, Peterson, and Hou (2010) found that a great majority of childhood memories recalled by 8-to 14year-old Chinese and Canadian children were verified by their parents as having happened or being reasonable and very few memories were disputed by the parents. Wang and Song (2017) found that 6-to 8-year old European American children told more divergent stories from their mothers' accounts of the same events when compared with Chinese American children. This finding is consistent with the present finding that European American children were less accurate than Chinese American children in prompted recall.…”

Section: Discussionmentioning

confidence: 87%

“…Children who endorse social functions of memory tend to produce more detailed, subjectivity-laden narratives of past events (Wang, Koh, & Song, 2015). In a more recent study, European American and Chinese American mothers and their school-aged children independently recalled emotionally salient events in which mother and child participated together (Wang & Song, 2017). Both European American mothers and children produced more coherently organized memory narratives with idiosyncratic elaborations compared with their Chinese American counterparts.…”

Section: Sociocultural Context Narrative and Memory Accuracymentioning

confidence: 97%

“…In the present study, we tested the relation between narrative skills in European American and Chinese American school-aged children and the children's long-term memory for a staged event. We were particularly interested in studying children in the early school years given that at this point, children have internalized elements of parental conversational styles in their memory operations (e.g., Haden et al, 1997;Kulkofsky et al, 2011;Wang & Song, 2017). Children in this age group are also capable of retaining lengthy, detailed representations of past events for extended periods and are capable of later independently reporting that information in narrative form (Nelson & Fivush, 2004;.…”

Section: Aims and Hypothesesmentioning

confidence: 99%

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Narrative Skills, Gender, Culture, and Children’s Long-Term Memory Accuracy of a Staged Event

Klemfuss

Wang

2017

Journal of Cognition and Development

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This study examined the extent to which school-aged children's general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a story from a picture book that accessed their narrative skill.Children were interviewed about the staged event 6 months later to assess memory accuracy. Greater narrative skill when storytelling was associated with decreased free recall and recognition memory accuracy for the staged event. In free recall responses, this effect was driven by an increase in the likelihood that inaccurate details would be included in responses from children with better general narrative skills. For girls only, narrative skill predicted poorer recognition accuracy. Girls were also more language-proficient and provided more correct details in free recall than did boys. Chinese American children were more accurate than European American children when responding to recall prompts due to less frequent provision of incorrect details, particularly in girls. Findings are discussed in light of the roles of socialization in memory-reporting accuracy.Narrative skills are critical for the development of personal event memory. At a broad level, theorists have argued that narratives enhance memory through facilitation of conversation about the past (Bauer, 2007;Nelson & Fivush, 2004). The development of narrative skills allows children to discuss past experiences with others, and in so doing, they further rehearse a specific event's contents. During the process of narrative interaction, children also learn what event elements are important to remember and how to structure their memories into a form that can later aid with recall. According to the basicsystems model of episodic memory (Rubin, 2006), the temporal and causal structures created through narratives, like those captured through measures of cohesion and coherence, provide a critical framework that can be used to retain episodic information in memory. Through these narrative interactions, children further learn social-cultural expectations about personal storytelling (Nelson & Fivush, 2004;Wang, 2013). Notably, previous research has largely focused on the links between narrative skills and the amount of information that is recalled. Empirical evidence demonstrating benefits of narrative skills for episodic memory accuracy, including how this association varies by gender and culture, is surprisingly limited.

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“…And, in yet other cultures, children are told to be silent, especially to untrusted adults, including authorities (Hartman et al, 2022). Parent–child conversations are shaped by cultural norms and expectations, which are believed to influence children’s memory (Nelson & Fivush, 2004; Wang & Song, 2018). Although many studies involve affluent Caucasian (non-Hispanic), Western samples, a few cross-cultural studies exist.…”

Section: Cultural Issuesmentioning

confidence: 99%

What children remember after talking with parents: Implications for children’s memory and testimony.

Chae¹,

Hartman²,

Goodman³

2022

Journal of Applied Research in Memory and Cognition

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Research on parent-child discussion addresses a crucial topic, contributing both to theory and application, with special relevance to child sexual abuse (CSA) cases. Children often first disclose CSA to a parent and thus how that conversation goes has pervasive implications. In this commentary, we attempt to deepen discussion of this topic. Specifically, we present findings to balance past research reviews and comment on the generalizability of studies to CSA cases.Overall, we seek an explicitly developmental approach, as children's memory and suggestibility are, on average, tied to their age, especially for preschoolers, although there are individual differences at each age as well. Many factors, such as attachment and culture, also play important roles. We congratulate Principe and London (2022) for their focus on a key issue within the study of memory development and children's testimony. in conceptualization, writing, reviewing, and editing of the article.

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He Says, She Says: Mothers and Children Remembering the Same Events

Cited by 12 publications

References 51 publications

Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

Narrative Skills, Gender, Culture, and Children’s Long-Term Memory Accuracy of a Staged Event

What children remember after talking with parents: Implications for children’s memory and testimony.

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