Narrative Skills, Gender, Culture, and Children's Long-Term Memory Accuracy of a Staged Event

Autor/inn/en	Klemfuss, J. Zoe; Wang, Qi
Titel	Narrative Skills, Gender, Culture, and Children's Long-Term Memory Accuracy of a Staged Event
Quelle	In: Journal of Cognition and Development, 18 (2017) 5, S.577-594 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2017.1392308
Schlagwörter	Young Children; Story Telling; Long Term Memory; Accuracy; Gender Differences; Chinese Americans; Whites; Cultural Differences; Interviews; Recall (Psychology); Recognition (Psychology) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Langzeitgedächtnis; Geschlechterkonflikt; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; White; Weißer; Kultureller Unterschied; Interviewing; Interviewtechnik; Abberufung; Recognition; Wiedererkennen
Abstract	This study examined the extent to which school-aged children's general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a story from a picture book that accessed their narrative skill. Children were interviewed about the staged event 6 months later to assess memory accuracy. Greater narrative skill when storytelling was associated with "decreased" free recall and recognition memory accuracy for the staged event. In free recall responses, this effect was driven by an increase in the likelihood that inaccurate details would be included in responses from children with better general narrative skills. For girls only, narrative skill predicted poorer recognition accuracy. Girls were also more language-proficient and provided more correct details in free recall than did boys. Chinese American children were more accurate than European American children when responding to recall prompts due to less frequent provision of incorrect details, particularly in girls. Findings are discussed in light of the roles of socialization in memory-reporting accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01