Learning to describe past experiences in conversation∗

Eisenberg, Ann R.

doi:10.1080/01638538509544613

Cited by 289 publications

(174 citation statements)

References 5 publications

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“…For example, children may justify their requests or their oppositions (e.g. Dunn, 1991;Eisenberg, 1985;Veneziano & Sinclair, 1995;Veneziano 2001Veneziano , 2009) or talk about past events in co-constructed conversations (Eisenberg, 1985;Lucariello & Nelson, 1987;Miller & Sperry, 1988;Veneziano & Sinclair, 1995;Veneziano, 2009). Clearly these behaviors are still primitive, and become more elaborate only later.…”

Section: Discussionmentioning

confidence: 99%

Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

Veneziano

2017

Psychology of Language and Communication

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Non-literal language most often permeates interesting and informative narratives. These are the non-perceptible, inferential aspects of a story, such as the explanation of events, the attribution of internal, particularly mental, states to the characters of the story, or the evaluation of events by the participants and/or the narrator. The main aim of this paper is to examine whether non-literal uses can be promoted in 7-year-old French-speaking children's narratives through the use of a short conversational intervention (SCI) which focuses the children's attention on the causes of events. The results show that, after the SCI, the expression of non-literal aspects, even higher-order ones, may make their appearance or significantly increase in children's stories. The reasons for the effectiveness of the SCI in the promotion of non-literal uses of language and narrative skills in general, as well as the importance of using the SCI as an evaluative instrument, are discussed.

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Section: Discussionmentioning

confidence: 99%

Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

Veneziano

2017

Psychology of Language and Communication

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“…Other studies (e.g. Eisenberg, 1985;Lucariello & Nelson, 1987;Peterson, 1990) of young children's references to the past also concern children who produced multi-word utterances from the very beginning of the study and looked only for references to events that had taken place at a somewhat distant past (prior to the observational session). These studies suggest that references to earlier past just emerge in the first half of the third year, with children making at first few contributions to mostly adult-initiated past talk.…”

Section: Functional Changes In Early Child Languagementioning

confidence: 99%

Functional changes in early child language: the appearance of references to the past and of explanations

Veneziano

Sinclair

1995

J. Child Lang.

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Spontaneous speech samples from children during the period of transition from one word to multi-word utterances in interaction with their French-speaking mothers were explored in order to study the appearance and development of functional changes in their use of language. Two types of such change were noted in the longitudinal records of four children when they were still essentially one-word speakers: the beginnings of references to the past, and the appearance of explanations and justifications, especially in communicative situations of request and refusal. The co-appearance of these behaviours is discussed in relation to two more general developmental changes: a detachment from the immediately perceptible situation linked to a further elaboration of the signifier-signified relation, and a socio-cognitive development leading to a view of the interlocutor as an alter ego, as a person whose psychological states may be different from the child's own.

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“…Although children as young as 2 years of age have demonstrated impressive memory skills in a variety of contexts, especially in familiar environments (Bauer, 2006), their memory performance greatly depends on external support. For example, in the context of autobiographical memory, at 20 to 24 months of age, when children are just beginning to participate in conversations about their past experiences, their verbal reports are rudimentary and fragmentary (Eisenberg, 1985). Even, when children are older and they are able to provide more details about past occurrences, their memories are still most often in response to specific prompts from an adult (Fivush, Gray, & Fromhoff, 1987).…”

Section: Discussionmentioning

confidence: 99%

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

Larkina

Güler

Kleinknecht

et al. 2008

Journal of Experimental Child Psychology

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Strategic remembering emerges gradually during the preschool years. Socialization practices, specifically mother-child social interactions, might provide the foundation for developing of skills necessary for effective organization of information in memory. In the present study, 48 mothers and their 40-month-old children were engaged in the process of remembering (i.e., study and recall) categorically related picture stimuli in a laboratory context. Children's recall was reliably predicted by the way mothers structured both the study and recall periods of the deliberate memory task. Specifically, maternal verbal and physical behaviors that focused on organization of items, such as sorting items into distinct groups or providing the name of a category, were most beneficial in supporting children's memory. Moreover, some mothers employed a number of different mnemonic techniques that emphasized categorical connections among items, suggesting systematic approaches in the manner in which mothers help children learn effective ways of remembering. Keywordspreschoolers' memory; maternal support; memory development; socialization of memory; strategic remembering; sort-recall taskThe emergence and development of a number of cognitive skills are facilitated by social interactions between children and parents (or other more competent partners). The critical role of parent-child interactions has been documented in such diverse domains as language (e.g., Farrar, 1990;Hoff, 2006), problem solving (Garton, 2004, Rogoff & Gardner, 1984, and memory, especially children's autobiographical memory skills (Fivush, Haden, & Reese, 2006;Nelson & Fivush, 2004). According to the sociocultural perspective formulated by Vygotsky (1978), development of children's cognitive abilities takes place in social context: parents, who constitute one such context, provide support and structure of activities that contribute to children's developmental outcome. In the present research, we examined relations between mothers' structuring of a deliberate memory task and the memory performance of their 3-year-old children.The conceptualization for the present study was strongly influenced by research that emphasizes and provides evidence for social origins of autobiographical or personal memory. Autobiographical memory researchers have established that variations in the quality and Correspondence may be addressed to Marina Larkina, Psychology Department, Emory University, 532 Kilgo Circle, Atlanta, GA 30322, USA; 404.712.8330 (phone); 404.727.0372 (fax); mlarki2@emory.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the jou...

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Learning to describe past experiences in conversation∗

Cited by 289 publications

References 5 publications

Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

Functional changes in early child language: the appearance of references to the past and of explanations

Maternal provision of structure in a deliberate memory task in relation to their preschool children’s recall

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