The Effect of Teachers' Memory‐Relevant Language on Children's Strategy Use and Knowledge

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/101866/1/cdev12100.pd

The Socialization of Children’s Memory: Linking Maternal Conversational Style to the Development of Children’s Autobiographical and Deliberate Memory Skills

Data from a large-scale, longitudinal research study with an ethnically and socioeconomically diverse sample were utilized to explore linkages between maternal elaborative conversational style and the development of children’s autobiographical and deliberate memory. Assessments were made when the children were 3, 5, and 6 years of age, and the results reveal concurrent and longitudinal linkages between maternal conversational style in a mother-child reminiscing task and children’s autobiographical memory performance. Maternal conversational style while reminiscing was also significantly related to children’s strategic behaviors and recall in two deliberate memory tasks, both concurrently and longitudinally. Results from this examination replicate and extend what is known about the linkages between maternal conversational style, children’s abilities to talk about previous experiences, and children’s deliberate memory skills as they transition from the preschool to early elementary school years

Intimate partner violence, maternal sensitive parenting behaviors, and children’s executive functioning.

Despite knowledge that intimate partner violence (IPV) can negatively affect children's socioemotional and behavioral development, less is known about the impact of IPV on children's cognitive development, including whether it influences their executive functioning (EF). The goal of the current study was to address this gap in the literature, by examining the association between IPV that occurs early in life and EF at school entry. This study also allowed for the investigation of maternal sensitive parenting behaviors as a possible mediator of this relation

Sea urchin vault structure, composition, and differential localization during development

BACKGROUND: Vaults are intriguing ribonucleoprotein assemblies with an unknown function that are conserved among higher eukaryotes. The Pacific coast sea urchin, Strongylocentrotus purpuratus, is an invertebrate model organism that is evolutionarily closer to humans than Drosophila and C. elegans, neither of which possesses vaults. Here we compare the structures of sea urchin and mammalian vaults and analyze the subcellular distribution of vaults during sea urchin embryogenesis. RESULTS: The sequence of the sea urchin major vault protein (MVP) was assembled from expressed sequence tags and genome traces, and the predicted protein was found to have 64% identity and 81% similarity to rat MVP. Sea urchin MVP includes seven ~50 residue repeats in the N-terminal half of the protein and a predicted coiled coil domain in the C-terminus, as does rat MVP. A cryoelectron microscopy (cryoEM) reconstruction of isolated sea urchin vaults reveals the assembly to have a barrel-shaped external structure that is nearly identical to the rat vault structure. Analysis of the molecular composition of the sea urchin vault indicates that it contains components that may be homologs of the mammalian vault RNA component (vRNA) and protein components (VPARP and TEP1). The sea urchin vault appears to have additional protein components in the molecular weight range of 14–55 kDa that might correspond to molecular contents. Confocal experiments indicate a dramatic relocalization of MVP from the cytoplasm to the nucleus during sea urchin embryogenesis. CONCLUSIONS: These results are suggestive of a role for the vault in delivering macromolecules to the nucleus during development

Change Over Time: Conducting Longitudinal Studies of Children's Cognitive Development

Developmental scientists have argued that the implementation of longitudinal methods is necessary for obtaining an accurate picture of the nature and sources of developmental change (Magnusson & Cairns, 1996; Morrison & Ornstein, 1996; Magnusson & Stattin, 2006). Developmentalists studying cognition have been relatively slow to embrace longitudinal research, and thus few exemplar studies have tracked individual children’s cognitive performance over time and even fewer have examined contexts that are associated with this growth. In this article we first outline some of the benefits of implementing longitudinal designs. Using illustrations from existing studies of children’s basic cognitive development and of their school-based academic performance, we discuss when it may be appropriate to employ longitudinal (versus other) methods. We then outline methods for integrating longitudinal data into one’s research portfolio, contrasting the leveraging of existing longitudinal data sets with the launching of new longitudinal studies in order to address specific questions concerning cognitive development. Finally, for those who are interested in conducting longitudinal investigations of their own, we provide practical on-the-ground guidelines for designing and carrying out such studies of cognitive development

Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school

Although much is known about the development of memory strategies and metamemory in childhood, evidence for linkages between these memory skills, either concurrently or over time, has been limited. Drawing from a longitudinal investigation of the development of memory, repeated assessments of children’s (N=107) strategy use and declarative metamemory were made, in order to examine the development of these skills and the relations between them over time. Latent curve models were used first to estimate the trajectories of children’s strategy use and metamemory and then to examine predictors of children’s performance in each of these domains. Children’s metamemory at the beginning of Grade 1 was linked to child- and home-level factors, whereas the development of both skills was related to maternal education level. Additional modeling of the longitudinal relations between strategic sorting and metacognitive knowledge indicated that metamemory at earlier time points was predictive of subsequent strategy use

Linking teachers' memory-relevant language and the development of children's memory skills.

This longitudinal study was designed to (i) examine changes in children’s deliberate memory across the first grade; (ii) characterize the memory-relevant aspects of their classrooms; and (iii) explore linkages between the children’s performance and the language their teachers use in instruction. In order to explore contextual factors that may facilitate the development of skills for remembering, 107 first graders were assessed three times with a broad set of tasks, while extensive observations were made in the 14 classrooms from which these children were sampled. When the participating teachers were classified as high or low in terms of their “mnemonic orientation,” in part on the basis of their use of metacognitive information and requests for deliberate remembering during instruction in language arts and mathematics, differences were observed in the use of mnemonic techniques by the children in their classes. By the end of the year, the children drawn from these two groups of classrooms differed in their spontaneous use of simple behavioral strategies for remembering and in their response to training in more complex verbally-based mnemonic techniques

Grateful parents raising grateful children: Niche selection and the socialization of child gratitude

Given that children’s exposure to gratitude-related activities may be one way that parents can socialize gratitude in their children, we examined whether parents’ niche selection (i.e., tendency to choose perceived gratitude-inducing activities for their children) mediates the association between parents’ reports of their own and their children's gratitude. Parent-child dyads (N =101; children aged 6-9; 52% girls; 80% Caucasian; 85% mothers) participated in a laboratory visit and parents also completed a seven-day online diary regarding children’s gratitude. Decomposing specific indirect effects within a structural equation model, we found that parents high in gratitude were more likely to set goals to use niche selection as a gratitude socialization strategy, and thereby more likely to place their children in gratitude-related activities. Placement in these activities, in turn, was associated with more frequent expression of gratitude in children. We describe future directions for research on parents’ role in socializing gratitude in their children