Talking after school: Parents' conversational styles and children's memory for a science lesson.

Academic Article

Abstract

  • 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 6days 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.
  • Authors

  • Leichtman, Michelle
  • Camilleri, Kaitlin A
  • Pillemer, David
  • Amato-Wierda, Carmela
  • Hogan, Jennifer E
  • Dongo, Melissa D
  • Status

    Publication Date

  • April 2017
  • Keywords

  • Child
  • Child, Preschool
  • Communication
  • Education
  • Female
  • Humans
  • Information recall
  • Interviews as Topic
  • Kindergarten students
  • Knowledge
  • Male
  • Memory
  • New England
  • Parent-Child Relations
  • Parents
  • Parent–child conversation
  • Schools
  • Science
  • Science learning
  • Digital Object Identifier (doi)

    Pubmed Id

  • 28024176
  • Start Page

  • 1
  • End Page

  • 15
  • Volume

  • 156