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ERIC Number: EJ856521
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1524-8372
The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge
Van Bergen, Penny; Salmon, Karen; Dadds, Mark R.; Allen, Jennifer
Journal of Cognition and Development, v10 n3 p162-187 2009
The present study examined the impact of training mothers in high-elaborative, emotional reminiscing on children's autobiographical memory and emotion knowledge. Eighty mothers were randomly allocated to one of two training conditions: in the "reminiscing" condition, mothers were encouraged to reminisce by asking their children (aged 3.5 to 5 years) elaborative "Wh"- questions, providing detailed descriptions, and discussing emotions, and in the "control" condition, mothers were encouraged to play by following their children's lead. Forty-four mothers completed the study. Both immediately and 6 months after training, mothers in the "reminiscing" condition and their children each made more high-elaborative utterances and emotion references during shared recall than did mothers in the "control" condition and their children. Children of "reminiscing" mothers also showed better emotion cause knowledge after 6 months than did children of "control" mothers, but children's independent recall to an experimenter did not differ according to condition. The findings suggest that an elaborative and emotion-rich reminiscing style can be taught to parents, with potential benefits for children's shared (but not independent) memory contributions and for emotion knowledge development. (Contains 1 table, 3 figures, and 1 footnote.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A