Poster #60 - Do child characteristics moderate the effect of high elaborative reminiscing on child memory?

• In Event: Poster Session 03

Abstract

Parental high elaborative reminiscing style has been linked to both children’s autobiographical memory and preschoolers’ socio-emotional functioning (Laible, 2011; Leyva et al., 2014; Wu & Jobson, 2019). Recently, indirect pathways between parental reminiscing and child social functioning via child autobiographical memory have been established in a cross-sectional investigation (Wu et al., 2022). A related possibility, namely that child socio-emotional functioning may moderate the effect of high elaborative reminiscing on child memory, has not been investigated. Theories of vantage sensitivity and differential susceptibility suggest that some child dispositional characteristics may mitigate or enhance the beneficial effects of positive parental input on child outcomes (Belsky, 2015; Pluess & Belsky, 2013). Thus, depending on the child socio-emotional characteristics, some children may benefit more, while others less, from high elaborative reminiscing.
To fill the empirical gap, we investigate whether child social- and emotional functioning moderates the effect of high elaborative reminiscing style on child autobiographical memory over time. We hypothesize a direct positive longitudinal effect of parental high elaborative reminiscing style on children’s autobiographical memory (Wu & Jobson, 2019). Building on the vantage sensitivity and differential susceptibility theory, two contradictory hypotheses were tested: (a) children with lower social- and emotional functioning benefit less from high elaborative reminiscing style leading to less positive memory outcomes and (b) children with lower social- and emotional functioning benefit more from high elaborative reminiscing style leading to more positive memory outcomes over time.
Method: Parent-child dyads reminisced about shared past events during two home visits carried out two years apart. N = 178 Danish-speaking parent (75% mothers) and child (Mage = 4.28, SD = 0.18) dyads participated in the first session; of these families, N = 130 parents (75% mothers) and their children (Mage = 6.25, SD = 0.45) participated in the second session. Parent reminiscing style was coded using an utterance-by-utterance coding system with elaborative questions and statements, and positive confirmations making up the high elaborative style (Leyva et al., 2020). Child autobiographical memory was coded as unique pieces of memory information/utterance at both time points (Farrant & Reese, 2000). Children’s social- and emotional functioning was coded using the prosocial behavior and emotional symptoms subscales of the Strength and Difficulties Questionnaire (Obel et al., 2003).
Data analysis plan: Parent elaborative reminiscing style at time 1 will be used as a predictor of child autobiographical memory at time 2 (see Fig 1). Children’s social- and emotional functioning at time 1 will be included as moderators of the relation between parent elaborative style at time 1 and child autobiographical memory at time 2. Parents’ education, gender, and age will be included as covariates of parent elaborative style at time 1. Child gender, age, and expressive vocabulary will be included as covariates of child autobiographical memory.
Contribution: Knowledge of how child characteristics may influence parental reminiscing style is valuable, as this knowledge can be used in planning, e.g., parenting programs.

Authors

• Riikka Pauliina Svane, Aarhus University
  Presenting Author

• Fabio Trecca, Aarhus University

• Brett Laursen, Florida Atlantic University

• Erika Hoff, Florida Atlantic University

• Anders Højen

• Dorthe Bleses, Aarhus