Maternal Structure and Autonomy Support in Conversations About the Past: Contributions to Children's Autobiographical Memory.

Cleveland, Emily Sutcliffe; Reese, Elaine

doi:10.1037/0012-1649.41.2.376

Cited by 139 publications

(157 citation statements)

References 34 publications

Supporting

Mentioning

142

Contrasting

Unclassified

Order By: Relevance

“…This pattern of results suggests that as children internalize an approach to storytelling, the information that they hear their parents provide in narratives serves as an important source of modeling. In other investigations mothers' elaborative questions have been the key predictor of children's level of recall for personal experiences (Cleveland & Reese, 2005;Farrant & Reese, 2000;Haden, 1998). There are at least three possible explanations for this difference found between our findings and others' finding regarding parent questions.…”

contrasting

confidence: 55%

“…Second, "questions" as they are used in the present research, and "elaborative questions" as they have been used by other researchers, are not necessarily interchangeable. For example, in Cleveland and Reese (2005) "elaborative questions" were "usually whquestions containing at least one new piece of information about the event" (p. 381). In their example "What animals did we see at the zoo?"…”

Section: Discussionmentioning

confidence: 99%

“…However, two parents can be similarly elaborative and yet emphasize very different types of information (Peterson & McCabe, 2004) or differ in their support of the children's autonomy (Cleveland & Reese, 2005). What children hear in these conversations influences what they include in their own narratives.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

See 2 more Smart Citations

Becoming a teller of tales: Associations between children’s fictional narratives and parent–child reminiscence narratives

Wenner¹,

Burch²,

Lynch³

et al. 2008

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Previous research has revealed a connection between the contributions parents make while reminiscing and their children's narratives for personally experienced events. The present research expands the literature by focusing on the connection between parental reminiscing and children's production of fictional narratives. Four-to 9-year-olds and their parents reminisced about past shared events and then, with an experimenter, the children produced narratives based on wordless picture books. The results revealed that the overall quality of the fictional narratives was correlated with parents' provision statements that emphasized orientation and evaluation in the reminiscence narrative. For younger children, correlations held for reminiscence narratives about recent events. For older children, correlations held for reminiscence narratives about events from the distant past. The results are consistent with the suggestion that children learn general storytelling skills from adult models.In forms ranging from myths to memoirs, all cultures that have been studied value storytelling in some form. However, rather than there being "born storytellers," storytellers appear to be made within a social and cultural context (Peterson & McCabe, 2004). One influential place children learn about storytelling is in conversation with adults, particularly conversations with parents about past events. Within these conversations, children learn to structure stories about their own lives (Fivush, Haden, & Reese, 2006;Peterson & McCabe, 2004). Indeed, a growing literature shows that the conversational style parents adopt during reminiscence is related to what and how much children remember about past events (see Fivush et al., 2006 for a review). Moreover, aspects of parents' conversations about past events are related to children's memory for fictional narratives (e.g., Lange & Carroll, 2003). This indicates that reminiscing with parents provides a training ground for children to learn general narrative skills, not just those specific to autobiographical narratives. If this is the case, parents' contributions in conversations about past events should be associated with children's ability to produce fictional Direct correspondence to Jennifer A. Wenner, Macalester College, 1600 Grand Avenue, St. Paul, MN 55105; wenner@macalester.edu;, 651-696-6348 (fax). 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 journal pertain. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript stories in addition to their ability to remember these stories. In the present research we examined...

show abstract

contrasting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Becoming a teller of tales: Associations between children’s fictional narratives and parent–child reminiscence narratives

Wenner¹,

Burch²,

Lynch³

et al. 2008

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

show abstract

“…It is well established that there are a variety of maternal narration styles (e.g., Cleveland & Reese, 2005;Reese, Haden, & Fivush, 1993), thus we anticipated considerable individual variability in what the mothers would say in their demonstration videos. To account for differences in narration we therefore also included three experimenter demonstration conditions which varied narration style as well as degree of familiarity.…”

Section: Imitation From Televisionmentioning

confidence: 99%

The role of demonstrator familiarity and language cues on infant imitation from television

Seehagen¹,

Herbert²

2010

Infant Behavior and Development

View full text Add to dashboard Cite

An imitation procedure was used to investigate the impact of demonstrator familiarity and language cues on infant learning from television. Eighteen-month-old infants watched two pre-recorded videos showing an adult demonstrating a sequence of actions with two sets of stimuli. Infants' familiarity with the demonstrator and the language used during the demonstration varied as a function of experimental condition. Immediately after watching each video, infants' ability to reproduce the target actions was assessed. A highly familiar demonstrator did not enhance infants' performance. However, the addition of a narrative, developed from mothers' naturalistic description of the event, facilitated learning from an unfamiliar demonstrator. We propose that the differential effect of demonstrator familiarity and language cues may reflect the infants' ability to distinguish between important and less important aspects in a learning situation. AbstractAn imitation procedure was used to investigate the impact of demonstrator familiarity and lan-

show abstract

“…They prompt the relational ordering of events, and foreground narrative coherence. Likewise, the categorisaton of parental responses to reported child autobiographical memories as 'autonomy supportive' if they 'continue or expand on a child's topic/agenda' (Cleveland & Reese, 2005), privileges logical-sequential causality as a priority of collective reminiscing that is considered to be effective. The questions and prompts used in these studies organise experience for the child, bringing some aspects into prominence, while concealing others, and thereby position the chronology of what happens as a chief frame for autobiographical memory.…”

Section: Ascs09: Proceedings Of the 9th Conference Of The Australasiamentioning

confidence: 99%

Proceedings of the 9th Conference of the Australasian Society for Cognitive Science

2010

View full text Add to dashboard Cite

. Submissions to the conference were reviewed by the Program Committee, who came up with an excellent program of 106 presented papers (in three parallel-track sessions, and including eight submitted symposia) and 20 posters (on show throughout the conference, but highlighted in an enjoyable poster session over drinks on day 2). The full program, along with other information about the conference, remains online at http://www.maccs.mq.edu.au/ascs09. The Australasian Society for Cognitive Science has had an intermittent formal existence, driven mainly by the organization of its string of enjoyable, successful, and highly sociable conferences, which have taken place roughly every two years since the inaugural conference, organized by Peter Slezak, at the University of New South Wales in 1990 (a full list of past conferences is appended below).At the 9 th conference at Macquarie, 163 people attended, including substantial numbers from overseas and interstate, enjoying both the sweet Sydney spring weather and three stimulating days of talks and talk. There was no specific theme, but in addition to specialist research papers within specific sub/disciplines, we encouraged integrative papers which forge connections between sub/disciplines. This integrative ideal also informed invitations to our five excellent keynote speakers: Stephen Crain (Macquarie Centre for Cognitive Science), Jakob Hohwy (Philosophy, Monash University), Jason Mattingley (Psychology & Queensland Brain Institute, University of Queensland), Thomas Metzinger (Philosophy, Johannes Gutenberg-Universität, Mainz; & Institute for Advanced Study, Berlin, Germany, and Barbara Tversky (Psychology, Stanford University; & Columbia University, USA). Versions of three of these keynote talks appear in these proceedings: the papers by Jason Mattingley and Thomas Metzinger have been published elsewhere.Perhaps because the cognitive science community in Australasia is relatively small, compared at least with our counterparts in Asia, Europe, and North America, it retains a thoroughly multidisciplinary atmosphere. The programme confirmed the striking pluralism of the contemporary cognitive sciences, drawing on many distinctive disciplines as researchers on cognition are looking both down into the brain and out into the environment. Most contributions were from psychologists, with sizable numbers from philosophy and linguistics: but many other areas were also represented, including computational neuroscience, neuropsychiatry, clinical psychology, computer science, human-computer interaction, anthropology, education, history and philosophy of science, cognitive archaeology, cognitive ethology, English literature, and cultural history.All those who had presented papers and posters were invited to submit revised versions, following the conference, as full contributions to the published Proceedings. All submissions were reviewed afresh, and revisions were submitted in early 2010: we are delighted to thank our team of reviewers for their hard and effective work.Fifty-seven p...

show abstract

Maternal Structure and Autonomy Support in Conversations About the Past: Contributions to Children's Autobiographical Memory.

Cited by 139 publications

References 34 publications

Becoming a teller of tales: Associations between children’s fictional narratives and parent–child reminiscence narratives

Becoming a teller of tales: Associations between children’s fictional narratives and parent–child reminiscence narratives

The role of demonstrator familiarity and language cues on infant imitation from television

Proceedings of the 9th Conference of the Australasian Society for Cognitive Science

Contact Info

Product

Resources

About