The role of maternal verbal, affective, and behavioral support in preschool children's independent and collaborative autobiographical memory reports
The role of maternal verbal, affective, and behavioral support in preschool children's independent and collaborative autobiographical memory reports
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DOI：
10.1016/j.cogdev.2010.08.008
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发表时间：
2010-10-01
影响因子：
1.8
通讯作者：
Bauer, Patricia J.
中科院分区：
文献类型：
--
作者：
Larkina, Marina;Bauer, Patricia J.
作者调查了与儿童协作和独立回忆有关的母亲支持的不同方面的个人和相对贡献（即，言语，情感和行为）。四岁的孩子们与他们的母亲和研究人员讨论了个人过去的经历。在与母亲的协作回忆中，母亲使用特定的详细成分（如肯定）对儿童的叙述行为进行了最好的调节。在儿童独立回忆中，母亲支持的情感品质和行为品质与儿童的记忆表现相关。具体而言，在自由回忆中，教学质量和尊重自主权的维度是儿童叙事的重要预测因素。在提示回忆的背景下（由wh问题支持），对自主权的尊重是儿童参与对话和他们提供的独特内容数量的唯一重要预测因素。研究结果表明，母亲行为的不同方面促进了儿童回忆技能的不同组成部分，儿童可能根据自传式记忆对话的需求来应用这些技能。(c) 2010爱思唯尔公司版权所有。
The authors investigated the individual and relative contributions of different aspects of maternal support (i.e., verbal, affective, and behavioral) in relation to children's collaborative and independent reminiscing. Four-year-old children discussed personal past experiences with their mothers and with a researcher. In collaborative recall with their mothers, children's narrative behavior was regulated best by maternal use of specific elaborative components, such as affirmations. In contrast, in children's independent recall, affective and behavioral qualities of maternal support were related to children's memory performance. Specifically, during free-recall, the dimensions of quality of instruction and respect for autonomy were significant predictors of children's narratives. In the context of prompted recall (supported by wh-questions), respect for autonomy was the only significant predictor of children's involvement in the conversations and of the amount of unique content they provided. The findings suggest that different aspects of maternal behavior facilitate different components of children's reminiscing skills, which children might apply depending on demands of the autobiographical memory conversation. (c) 2010 Elsevier Inc. All rights reserved.