Maternal Style and Children's Participation in Reminiscing: Stepping Stones in Children's Autobiographical Memory Development

By K. Farrant, Elaine Reese. 2000

247 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/423b62be0675572cc64ccaa7daf2ad35a3cd82fe

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Robyn Fivush
2. Elaine Reese
3. C. Haden
4. D. Laible
5. Qi Wang
6. J. Hudson
7. R. Newcombe
8. P. Ornstein

In Developmental and Educational Psychology

1. Elaine Reese
2. Robyn Fivush
3. Kate C. McLean
4. C. Haden
5. D. Laible
6. M. Pasupathi
7. Qi Wang
8. T. Habermas

In Education

1. Robyn Fivush
2. Elaine Reese
3. C. Haden
4. M. Taumoepeau
5. Qi Wang
6. J. Hudson
7. Adina R Schick
8. D. Laible

Citations in the corpus

• Elaboration and Autonomy Support in Low-Income Mothers' Reminiscing: Links to Children's Autobiographical Narratives (2009, background): “McCabe and Peterson (1991) tapped this aspect of reminiscing with their topic-extending versus topic-switching styles, and Fivush (2001) noted the importance of giving voice to children’s perspectives about an experience as opposed to silencing them.”
• Elaborating on elaborations: role of maternal reminiscing style in cognitive and socioemotional development. (2006, background): “…now been widely replicated both in the United States and cross-culturally, as well as for different types of past events (e.g., Bauer & Burch, 2004; Farrant & Reese, 2000; Fivush & Vasudeva, 2002; Flannagan, BakerWard, & Graham, 1995; Haden, 1998; Harley & Reese, 1999; Hudson, 1990; Leichtman,…”
• Selves Creating Stories Creating Selves: A Process Model of Self-Development (2007, background): “Furthermore, children’s developing narrative abilities and the parent’s provision of narrative structure are reciprocally interrelated over time (Farrant & Reese, 2000).”
• Maternal reminiscing, elaborative talk, and children’s theory of mind: An intervention study (2013, background): “Children’s language abilities are closely linked with their performance on theory-ofmind tasks (Astington & Baird, 2005; Milligan, Astington, & Dack, 2007) and production of memory narratives (Farrant & Reese, 2000).”
• Mother–Child Conversations of Emotionally Salient Events: Exploring the Functions of Emotional Reminiscing in European-American and Chinese Families (2005, methodology): “…although previous longitudinal research indicates that maternal style is stable across the preschool years and that children adopt their mother’s style more than mothers adapt to their children’s contributions over time (Farrant & Reese, 2000; Peterson & McCabe, 1994; Reese et al., 1993).”
• The Development of Children's Oral Narratives Across Contexts (2010, background): “…guide their sharing of past experiences by asking closed-ended questions with yes/no answers; however, by the end of the preschool years, mothers shift to the use of more open-ended wh- questions to help scaffold their children’s independent contributions to the story (Farrant & Reese, 2000).”
• Beyond Screen Time: Identity Development in the Digital Age (2020, background): “…self-narratives reinforce each other: Parents who request elaboration of self-stories encourage children to provide more sophisticated, emotionally rich narratives which, in turn, prompt parents to request further elaborations (Farrant & Reese, 2000; Fivush, 2011; Peterson, Jesso, & McCabe, 1999).”
• Does It Matter if Preschool Children and Mothers Discuss Positive vs. Negative Events During Reminiscing? Links with Mother-reported Attachment, Family Emotional Climate, and Socioemotional Development (2011, background): “Researchers have argued and found evidence for the idea that these early reminiscing conversations with parents help to shape children’s memories of their past experiences (Farrant & Reese, 2000; Fivush & Vasudeva, 2002; Nelson, 1996).”
• Maternal Reminiscing Style and Children’s Developing Understanding of Self and Emotion (2007, result): “In line with this interpretation, research has demonstrated that children of more highly elaborative mothers participate to a greater extent in reminiscing both concurrently and over time (e.g., Bauer & Burch, 2004; Farrant & Reese, 2000; Fivush & Vasudeva, 2002; Flannagan, Baker-Ward, & Graham, 1”
• Parent-Child Reminiscing Locates the Self in the Past. (2006, background): “However, adults continue to provide most of the coherence to these accounts, integrating what each conversational participant recalls into a full narrative (Farrant & Reese, 2000; Fivush & Fromhoff, 1988; Peterson & McCabe, 1992; Reese et al., 1993).”
• Evaluations and orientations in mother–child narratives as a function of attachment security: A longitudinal investigation (2004, methodology): “Definitions of codeable events were based on previous structural coding descriptions used on these transcripts (Farrant & Reese, 2000; adapted from Reese et al., 1993; Haden, 1998).”
• Functions of Memory Sharing and Mother-Child Reminiscing Behaviors: Individual and Cultural Variations (2009, background): “Studies have consistently shown that regardless of culture, mothers’ uses of elaborations and evaluations predict children’s autobiographical memory skills concurrently and longitudinally (e.g., Farrant & Reese, 2000; Fivush & Fromhoff, 1988; Reese, et al., 1993; Wang, 2007).”
• Getting a Life Takes Time: The Development of the Life Story in Adolescence, Its Precursors and Consequences (2015, background): “…who discussed memories in rich detail and included emotional information – had children with more detailed autobiographical memories in early childhood [Farrant & Reese, 2000; Newcombe & Reese, 2004; cf. Wang, 2007] and earlier childhood memories in adolescence [Reese et al., 2010b; cf. Jack,…”
• The Development of Future Time Concepts Through Mother-Child Conversation (2006, background): “…on parent-child talk about the past has shown that social interaction is critical to the emergence of autobiographical memory in young children (Farrant & Reese, 2000; Fivush, 1991; Haden, Haine, & Fivush, 1997; Hudson, 1990; Nelson, 1993; Nelson & Fivush, 2004; Reese, 2002; Reese & Fivush,…”