Mothers' autobiographical memory and book narratives with children with specific language impairment.
This study examined the role that mothers' scaffolding plays in the autobiographical memory (AM) and storybook narratives of children with specific language impairment (SLI). Seven 4-5-year-old children and their mothers co-constructed narratives in both contexts. We also compared children's narratives with mothers to their narratives with an experimenter. Narratives were assessed in terms of narrative style (i.e., elaborativeness) and topic control. Mothers' elaborative and repetitive questions during AM and book narratives were related to children's elaborations, whereas mothers' elaborative and repetitive statements were not. Mothers produced more topic-controlling utterances than children in both contexts; however, both mothers and children provided proportionally more information in the book context. Additionally, children were more elaborative with mothers compared to an experimenter.


OBJECTIVE
Readers will be able to: (1) understand the importance of mother-child narratives for both typical and clinical populations; (2) understand how mother-child autobiographical memory and storybook narratives may differ between typical and clinical populations; and (3) consider the implications for designing narrative intervention studies for language impaired children.
Tompkins
Virginia
V
Department of Psychology, University of Florida, P.O. Box 112250, Gainesville, FL 32601, United States. tompkins.73@osu.edu
Farrar
M Jeffrey
MJ
D001877:Books; D002663:Child Language; D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000523:psychology*; D008297:Male; D011939:Mental Recall; D008960:Models, Psychological; D009034:Mother-Child Relations; D009035:Mothers / Q000523:psychology*; D033262:Narration