MEMORY FUNCTIONING AND DEVELOPMENT THROUGH SOCIAL AND INDIVIDUAL PROCESSES (MOTHER-CHILD, COLLECTIVE).
Item
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Title
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MEMORY FUNCTIONING AND DEVELOPMENT THROUGH SOCIAL AND INDIVIDUAL PROCESSES (MOTHER-CHILD, COLLECTIVE).
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Identifier
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AAI8713807
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identifier
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8713807
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Creator
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VERDONIK, FREDERICK WILLIAM, JR.
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Contributor
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Katherine Nelson
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Date
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1987
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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The present research is an exploratory study of memory processes that occur during social interactions between mothers and their children. Three major developmental issues were addressed in the present study: (1) the relation of joint reconstructions to participation in the overall activity; (2) the relation of joint reconstructions to participation in inquiries; and (3) the relation of joint reconstructions to participation in discrepancies between speakers about memory for places.;A total of 32 mother-child dyads participated in the study: 16 dyads each composed of 4-year old and 7-year old children and their mothers. Participants were from predominantly white middle-class backgrounds. The design of the study consisted of two phases. Phase I measures assessed individual memory competencies of mothers and their children under different degrees of contextual support for remembering. In the interview, subjects were requested to recall places in their community. Phase II consisted of observing memory processes between mothers and their children in the context of a map-making activity. Each mother-child dyad was instructed to build with blocks places in their community. Instructions of the model building activity created implicit demands to remember information.;The results indicated significant differences in the proportional use of joint reconstructions by dyads. The proportion of joint reconstructions used in the activity was greater for dyads including younger children than for those including older children. Also, dyads that included older children used proportionally more individual reconstructions than dyads that included younger children. Moreover, the results indicated several differences in speakers' proportional use of inquiries during joint reconstructions. These differences were interpreted as further developments in children's participation in joint reconstructions. Finally, there were no significant differences in mean number of memory conflicts or checking episodes between dyads with different age compositions.;The present research provided a basis for further considerations of how memory processes are potentially organized in social exchanges. The social exchanges that constituted joint reconstructions between mothers and their children (from white middle-class backgrounds) may be specific to task-oriented activities. Nevertheless, the results suggest a socialization of children's memory processes and development of interpersonal functions of memory during early childhood.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
