The way that parents discuss the past with their preschool children plays a signifcant role in the development of children's store of personal memories, that is, their autobiographical memory. In this study we investigated two questions: frst, whether parents who engage their children in high-relative to low-elaborative conversations about the past using "wh" questions and descriptive information also include more emotion references, and second, whether emotion content was associated with children's emotion knowledge. Twenty-fve European Australian preschoolers discussed four emotionoriented events with a parent. Controlling for age and language, parents' elaborative utterances and their explanations of emotion causes (but not other emotion references) were each signifcantly associated with children's emotion knowledge. Follow-up regression analyses revealed high-elaborative utterances to be the stronger predictor. These fndings extend those of past research in highlighting the multiple associations between reminiscing and children's developing understanding of emotion.
|Number of pages||6|
|Journal||New Zealand Journal of Psychology|
|Publication status||Published - 2010|