Developing narrative structure in parent-child reminiscing across the preschool years.
Developing narrative structure in parent-child reminiscing across the preschool years.
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发展学龄前亲子回忆的叙事结构。
DOI：
10.1037//0012-1649.33.2.295
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发表时间：
1997
影响因子：
4
通讯作者：
R. Fivush
中科院分区：
文献类型：
--
作者：
C. Haden;R. Haine;R. Fivush
本研究纵向探索父母和孩子在共同重述过去时提供叙事结构与儿童发展个人叙事技能之间的关系。 15 个白人中产阶级家庭在孩子 40 个月和 70 个月大时参加了活动。在这两个年龄段，母亲和父亲分别与孩子谈论共同的过去事件，穿着制服的实验者引出孩子们的个人叙述。虽然母亲和父亲在组织过去的叙述方面没有什么不同，但孩子们与父亲的叙述方式与与母亲的叙述方式不同。此外，即使在 40 个月大时，女孩的叙述也比男孩更具背景性和评价性，但随着时间的推移，父母对女儿和儿子的叙述结构的提供也同样增加。儿童早期提供评价性叙述的能力是他们以后提供评价性叙述的能力的有力预测者；母亲对评价的重视也预测了孩子后来的叙事结构。讨论了父母和孩子对个人叙事技能发展的影响。
This study is a longitudinal exploration of relations between parents' and children's provision of narrative structure in joint retellings of the past and children's developing personal narrative skills. Fifteen White, middle-class families participated when children were 40 and 70 months old. At both ages, mothers and fathers talked separately with children about shared past events and uniformed experimenters elicited children's personal narratives. Whereas mothers and fathers did not differ in how they structured past narratives, children narrated differently with fathers than with mothers. Further, even at 40 months, girls' narratives were more contexted and evaluative than boys, but parents' provision of narrative structure increased similarly with daughters and sons over time. Children's early abilities to provide evaluative narratives was a strong predictor of their later abilities to provide evaluative narratives; maternal emphasis on evaluations also predicted children's later narrative structure. Parental and child influences on personal narrative skill development are discussed.