A Longitudinal Study of Memory Talk in Mother-Child Conversation.

Autor/in	Hudson, Judith A.
Titel	A Longitudinal Study of Memory Talk in Mother-Child Conversation.
Quelle	(1986), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Ability; Cognitive Development; Interpersonal Relationship; Longitudinal Studies; Memory; Mothers; Parent Child Relationship; Parent Influence; Toddlers + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kognitive Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gedächtnis; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind
Abstract	How various types of repetition influence the development of memory for real-world events was investigated in a naturalistic case study of a 2-year-old's autobiographic memories as revealed in mother-child conversation recorded when the child was between 21 and 27 months of age. Two types of repetition were studied: repeated recall of the same event, and repeated experiences with the general activity of remembering. From the total corpus of conversational data, 75 memories were selected for analysis. Results demonstrate the importance of learning to talk about the past in the development of memory and indicate that individual, autobiographic memories--independently of effects of repetition and rehearsal--are well established at an early age. In repeated conversations about the past, the child was learning how to remember, not what to remember; the structure of remembering was acquired, rather than specific content. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC