Leichtman Michelle D, Camilleri Kaitlin A, Pillemer David B, Amato-Wierda Carmela C, Hogan Jennifer E, Dongo Melissa D
Department of Psychology, University of New Hampshire, Durham, NH 03824, USA.
Department of Psychology, University of New Hampshire, Durham, NH 03824, USA.
J Exp Child Psychol. 2017 Apr;156:1-15. doi: 10.1016/j.jecp.2016.11.002. Epub 2016 Dec 24.
A scientist taught 40 4- to 6-year-old children an interactive science lesson at school. The same day, children talked about the lesson at home with a parent who was naive to the details of what had transpired at school. Six days later, a researcher interviewed children about objects, activities, and concepts that were part of the lesson. Aspects of parents' conversational style (e.g., open-ended memory questions, descriptive language) predicted how much information children provided in talking with them, which in turn predicted children's memory performance 6days later. The findings suggest that elaborative parent-child conversations at home could boost children's retention of academic information acquired at school even when parents have no specific knowledge of what children have experienced there.
一位科学家在学校给40名4到6岁的儿童上了一堂互动科学课。当天，孩子们在家与对学校里发生的事情细节一无所知的家长谈论了这堂课。六天后，一名研究人员就课程中的物品、活动和概念对孩子们进行了访谈。家长谈话风格的各个方面（例如开放式记忆问题、描述性语言）预测了孩子们在与他们交谈时提供的信息量，而这反过来又预测了孩子们六天后的记忆表现。研究结果表明，即使家长对孩子在学校的经历没有具体了解，在家中进行详尽的亲子对话也可以提高孩子对在学校学到的学术信息的记忆。
