Maternal storytelling and reminiscing styles in relation to preschoolers’ perspective-taking abilities

Kisa E. B., ŞAHİN ACAR B., Ilgaz H.

Cognitive Development, cilt.66, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 66
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1016/j.cogdev.2023.101323
  • Dergi Adı: Cognitive Development
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, PASCAL, Periodicals Index Online, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), Psycinfo, DIALNET
  • Anahtar Kelimeler: Mother-child discourse, Storytelling styles, Reminiscing styles, False belief understanding, Visual perspective-taking, Syntactic perspective-taking, MOTHER-CHILD CONVERSATIONS, BOOK-SHARING STYLES, EPISODIC MEMORY, MIND, PARTICIPATION, LANGUAGE, TALK, ELABORATION, AMERICAN, TIME
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study investigated mothers’ narrative styles across storytelling and reminiscing contexts in relation to preschoolers’ visual, socio-cognitive, and syntactic perspective-taking (PT) abilities. The sample consisted of 120 Turkish mothers and their 3- to 5-year-old children. Mother-child dyads were asked to retell a storybook and to reminisce about an event they experienced in the lab. Children's visual PT, false belief understanding, syntactic PT, and vocabulary were assessed. The results indicated that mothers showed distinct narrative scaffolding styles in each context (storytelling: storyteller and story builder; reminiscing: elicitor, constructor, co-teller). Maternal storytelling styles, but not reminiscing styles were related to children's age. Children of storytellers performed better in syntactic and visual PT tasks than children of story builders, and children of memory elicitors scored higher in visual PT tasks than children of co-tellers. The implications of these findings are discussed within our understanding of how mother-child discourse affects children's socio-cognitive development.