Talking after school: Parents’ conversational styles and children’s memory for a science lesson
| Autor: | David B. Pillemer, Melissa D. Dongo, Kaitlin A. Camilleri, Michelle D. Leichtman, Jennifer E. Hogan, Carmela Amato-Wierda |
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| Rok vydání: | 2017 |
| Předmět: |
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Parents Science education Experimental and Cognitive Psychology Descriptive language Specific knowledge Memory performance 050105 experimental psychology Developmental psychology Interviews as Topic Memory New England Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Parent-Child Relations Child Schools Conversational style Communication 05 social sciences Knowledge Child Preschool Female Science learning Psychology 050104 developmental & child psychology |
| Zdroj: | Journal of Experimental Child Psychology. 156:1-15 |
| ISSN: | 0022-0965 |
| Popis: | 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 6 days 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. |
| Databáze: | OpenAIRE |
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