2000/05/01 by Qi Wang, Michelle D. Leichtman, Katharine I. Davies +1 · 1 citation
Psychology · Social Sciences · #Child and Animal Learning Development #Early Childhood Education and Development #Identity, Memory, and Therapy
paper · doi:10.1080/096582100387588
openalex publication_date 2000/05/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
American and Chinese mothers were asked to talk with their 3-year-old children at home about two shared past events and a story (41 mother-child dyads). Results revealed between-culture variation in the content and style of mother-child conversations when sharing memories and telling stories. American mothers and children showed a high-elaborative, independently oriented conversational style in which they co-constructed their memories and stories by elaborating on each other's responses and focusing on the child's personal predilections and opinions. In contrast, Chinese Mother-child dyads employed a low-elaborative, interdependently oriented conversational style where mothers frequently posed and repeated factual questions and showed great concern with moral rules and behavioural standards with their children. Findings suggest that children's early social-linguistic environments shape autobiographical remembering and contribute to cultural differences in the age and content of earliest childhood memories.