title: A Commentary on Parent-Child Cognitive Learning Interaction Research: What Have We Learned from Two Decades of Research?
abstract: The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent-child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent-child cognitive learning interaction research in the future.
authors.affiliation: Department of Psychology, Miami University, Oxford OH, USA.
authors.forename: Yvette R
authors.initials: YR
authors.lastname: Harris
authors.affiliation: Department of Psychology, Miami University, Oxford OH, USA.
authors.forename: Seham
authors.initials: S
authors.lastname: Almutairi
keywords: coding strategies; memory problem solving book reading; parent–child interaction