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. 2021 Jul;207:105104. doi: 10.1016/j.jecp.2021.105104. Epub 2021 Mar 2.
Previous research on parent-child conversations about personal and school events has consistently demonstrated positive relationships between parents' elaborative questioning and preschool/kindergarten children's event memory. This study examined whether similarly positive relationships would be evident in school-age children. Kindergarten, 2nd/3rd-grade, and 5th/6th-grade children participated in a classroom science lesson about flight. At home following the lesson, parents talked with their children about this event in any way that seemed natural to them. Children's memory was assessed both during the parent-child conversation and with a researcher at delays of 3 and 15 days. Expected positive associations between parents' use of elaborative questioning and children's memory for novel details during the parent-child conversation were apparent for kindergartners but not for older children. In addition, parents' use of elaborative questioning techniques, including asking open-ended memory questions, was negatively correlated with older children's longer-term memory performance. Predicted positive associations were observed between children's initial recall of novel details and their memory for the lesson after 3 days (all three age groups) and after 15 days (the two older age groups). We discuss possible reasons why relationships between parental conversational styles and children's event memory change as children advance to formal schooling.
先前关于亲子间谈论个人和学校事件的研究一致表明，父母的详细提问与学前/幼儿园儿童的事件记忆之间存在积极的关系。本研究考察了在学龄儿童中是否存在类似的积极关系。幼儿园、二年级/三年级和五年级/六年级的儿童参加了一节关于飞行的课堂科学课。课后，父母以对他们来说自然的任何方式与孩子谈论这一事件。在亲子对话期间和在 3 天和 15 天后，由研究人员评估了孩子的记忆。对于幼儿园儿童，父母使用详细提问与孩子在亲子对话中对新细节的记忆之间存在预期的积极关联，但对于年龄较大的儿童则不然。此外，父母使用详细提问技术，包括提出开放式记忆问题，与年龄较大的儿童的长期记忆表现呈负相关。在 3 天后（所有三个年龄组）和 15 天后（两个年龄较大的年龄组），儿童对新细节的初始回忆与他们对课程的记忆之间存在预测的积极关联。我们讨论了为什么随着孩子进入正式学校教育，父母谈话风格与孩子事件记忆之间的关系会发生变化的可能原因。
