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Collaborative RememberingTheories, Research, and Applications$
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Michelle L. Meade, Celia B. Harris, Penny Van Bergen, John Sutton, and Amanda J. Barnier

Print publication date: 2017

Print ISBN-13: 9780198737865

Published to Oxford Scholarship Online: January 2018

DOI: 10.1093/oso/9780198737865.001.0001

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Encouraging Collaborative Remembering Between Young Children and Their Caregivers

Encouraging Collaborative Remembering Between Young Children and Their Caregivers

(p.317) Chapter 18 Encouraging Collaborative Remembering Between Young Children and Their Caregivers
Collaborative Remembering

Elaine Reese

Oxford University Press

Parents support their children’s verbal memories from the time children begin to refer to the past, at around age one and a half years. When parents use elaborative reminiscing techniques in these conversations—through their sensitive use of open-ended questions containing new information, and confirmations of children’s responses—children’s autobiographical memory is strengthened. These benefits are evident for children’s collaborative remembering with parents and with other adults, and extend to children’s narrative, emotion understanding, and theory of mind skills. The mechanism for these effects is likely occurring through the verbal cues that parents are offering children for retrieving and consolidating their memories. Through elaborative reminiscing, parents are helping children to represent their memories in language, and through language to share them with others.

Keywords:   parent–child interaction, verbal memory, elaborative reminiscing, narrative, language, emotion understanding, theory of mind

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