Elaine Reese
Datos Biográficos
| ID | 3656403 |
|---|---|
| NOMBRE | Elaine Reese |
| NOMBRES | Elaine |
| APELLIDO | Reese |
| FIRMA | REESE E |
| AFILIACIONES | University of Otago |
| ORCID | 0000-0002-7071-1145 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 51 |
| TOTAL DE CITAS | 255 |
| TOTAL COMO AUTOR | 51 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
Life stories and group identity in adolescence
This study’s aim was to track the impact of adolescents’ life stories on group identification and fusion. Aspects of life stories, especially autobiographical reasoning (in which the shared past is linked to present self), are predicted to lead to identity fusion by mid-adolescence. Participants ( N = 63; 57% NZ European; 49% girls; 9–12 years or 16–17 years) completed a life-story chapter task (coded for coherence), narrated turning points (code…
Kia Tīmata Pai Video Project
This study investigated the impact of an educator-implemented oral language intervention, Enhancing Rich Interactions (ENRICH), on linguistic aspects of educator-toddler interactions. Twenty-four early childhood classrooms were assigned to either ENRICH or an Active Control condition; ENRICH educators received professional development in serve-and-return interactions. For book-reading, results revealed effects of ENRICH for educators' shorter con…
The role of early temperament on oral language development of New Zealand children speaking Mandarin or Cantonese
This study investigated the role of temperament in oral language development in over 200 Mandarin and Cantonese speakers in the Growing Up in New Zealand pre-birth longitudinal cohort study. Mothers assessed infant temperament at nine months using a five-factor Infant Behaviour Questionnaire-Revised Very Short Form. They also reported on children’s vocabulary and word combinations at age two using adapted MacArthur-Bates Communicative Development…
Kia Tīmata Pai
Oral language and self-regulation are both critical for lifelong development. Both skills are developing rapidly in the toddler years, when informant-report measures are often used to assess such development. Yet research comparing parent and teacher reports of these skills in toddlers is limited. The present study compared parent and teacher reports of children’s oral language (gesture, vocabulary, syntax) and self-regulation (effortful control)…
Kia Tīmata Pai (Best Start) Video Project
Educator-child interactions video-recorded and coded across ECE activity settings. • Conversation-eliciting talk over time favored ENRICH over control centers. • Children's talk during book-reading also favored ENRICH centers. • Findings highlight PD's potential to enhance educator and child language in ECE. This study investigates the impact of a professional development (PD) initiative, ENRICH, on educator and toddler language quality and quant…
Examining the association between mothers’ life logistics and screen time of children aged 4 – 5 years old
The recent proliferation of mobile technology has dramatically changed the media landscape experienced by today’s preschool children, which presents an opportunity to re-appraise the predictors of screen time for children in this age group. Previous research conducted by Beyens and Eggermont has shown mothers’ life logistics to be longitudinally predictive of one- to fouryear-old children’s hours of TV viewing. Their Observed Life Logistics Model…
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
BackgroundMany people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.AimsIn this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.SampleDrawing on the large pre-birth Growing Up in New Zealand c…
Personality Traits and Narrative Identity
Talking, praising and teaching
The foundational skills that children begin formal schooling with are subject to persistent inequities, and can have long-term academic, occupational and health consequences. Early learning is conceptualised as encompassing social, emotional, behavioral and motor functioning in addition to more traditional formal academic skills. Within a large, diverse, longitudinal child cohort - Growing Up in New Zealand - the aims of the current study were to…
Tender Shoots
This study evaluated a parent‐mediated preventive intervention for children’s literacy skills 1 year after participation. Parents of 31⁄2 to 41⁄2‐year‐old‐children ( n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness ( Strengthening Sound Sensitivity ; SSS); (b) an alternative shared reading condition emphasizing meaning‐rela…
Maternal reminiscing during middle childhood
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in N…
Growing Memories
INTRODUCTION: Parental elaborative reminiscing supports young children's autobiographical memory, narrative, and socioemotional skills. OBJECTIVE: This study is an adolescent follow-up of a reminiscing intervention in which 115 primary-caregiver mothers of toddlers were randomly assigned to a control group (n = 59) or to receive training in elaborative reminiscing (n = 56) for the next year. METHOD: At age 15, 93 of the now-adolescents (81%) were…
How I Remember My Mother’s Story
Stories that have not been personally experienced by children and are only told by their parents are called vicarious family stories. An emerging body of literature has shown that vicarious family stories are an important part of children’s narrative ecology. However, to date, only two studies from the same cross-cultural project have examined the role of culture in vicarious family stories. The aims of this study were to examine vicarious mother…
Growing Memories
The Development of Identity Fusion
The fusion of personal and group identities can lead to self-sacrificial progroup behavior, from acts of charity to violent extremism. Two pathways to identity fusion—via shared biology and shared experiences—have been proposed. In this article, we elucidate a new developmental account of the origins and mechanisms of these two pathways to identity fusion from childhood to adulthood. Whereas fusion based on shared biology occurs from early childh…
Rhymes and Relatability
Research Findings Home-based early childhood education and care (ECEC) is a popular form of small-group ECEC, with potential to facilitate high-quality conversations during shared book reading. To investigate how home-based early childhood educators (ECEs) take advantage of learning opportunities, educators read two storybooks with children (35.5–50.8 months old) in their ECEC. Because types of extra-textual talk used differ depending on book sty…
Imaginary Companions in Childhood
Do adolescents remember imaginary companions (ICs) from early childhood? Researchers interviewed 46 adolescent participants in a prospective longitudinal study about their ICs from early childhood (age 51⁄2). The existence of one or more ICs was documented in early childhood for 48% of children (G. Trionfi & E. Reese, 2009). At age 16, most adolescents had forgotten their early childhood ICs: Only 5 of the 23 participants who had early childhood …
Understanding Poor Adjustment in Schizotypy
Our aims were to (a) examine whether emerging adults on the schizophrenia spectrum ( schizotypy) differed from non-spectrum peers in social, emotional, and academic adjustment to university; and (b) determine the role of the basic and narrative selves in adjustment. Schizotypy ( n = 30) and non-schizotypy comparison ( n = 29) participants, who were selected from a larger pool of undergraduates ( n = 310) screened in a baseline assessment, complet…
How three generations narrate their vicarious family stories
This study investigated the memory characteristics of vicarious family stories. Seventy-two families including three generations of women and men from different samples of families were recruited. Results can be described in three main sections: (a) intrafamilial similarities; (b) gender differences; and (c) cross-generational differences. For intrafamilial similarities, members of the same family showed similarities in terms of the volume and nu…
The role of whānau (New Zealand Māori families) for Māori children’s early learning
The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whānau (New Zealand Māori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reporte…
Retelling lives
From infancy to adolescence
Te Reo Māori
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ( Growing Up in New Zealand ), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori…
Promoting code-focused talk
I hardly see my baby
Combining motherhood and paid work presents a significant challenge for many women. We asked 2388 working New Zealand mothers of infants about their biggest highlight and challenge since the birth of their child. Thematic analysis revealed the top three reported highlights were Enjoyment of the Child (40%), Child Development (29%) and Attributes of the Child (16%). The top three challenges included Time Management (24%), difficulties with materna…
Quality of adult book reading affects children's emergent literacy
The authors assessed the relative benefits of 3 styles of adult book reading for preschoolers' emergent literacy. A describer style focused on describing pictures during the reading, a comprehender style focused on story meaning, and a performance-oriented style introduced the book and discussed story meaning on completion. Forty-eight 4-year-olds were randomly assigned to receive 1 of the 3 reading styles over a 6-week period. Pretests and postt…
Parental styles of talking about the past
Past research indicates that mothers have different styles of reminiscing with their children (e.g., R.Fivush & F. A. Fromhoff, 1988). This study examined fathers' styles of talking about the past aswell. Mothers and fathers from 24 2-parent families talked separately with their 3-year-olds aboutshared one-time events. Consistent with previous research on mothers, parents displayed 2 distinctnarrative styles. The styles were not associated with g…
Origins of autobiographical memory
This study tested the predictions of M. L. Howe and M. L. Courage's (1993, 1997) theory of infantile amnesia compared with a social-interactionist account of autobiographical memory development (R. Fivush & E. Reese, 1992; K. Nelson, 1993b). Fifty-eight mother-child dyads were assessed for maternal styles of talking about the past and for children's self-recognition, language production, and nonverbal memory when the children were 19 months old. …
Emotional reminiscing and the development of an autobiographical self
According to autobiographical memory theorists, past event conversations provide children with a framework for evaluating and connecting past events into a coherent autobiography (R. Fivush, 1994; K. Nelson, 1993; M. K. Welch-Ross, 1995). Two studies were conducted to empirically examine the association between past event conversation style and an independent measure of children's self-concept consistency. In Study 1, 50 New Zealand mothers discu…
Maternal Structure and Autonomy Support in Conversations About the Past
The authors examined the contributions of maternal structure and autonomy support to children's collaborative and independent reminiscing. Fifty mother-child dyads discussed past experiences when the children were 40 and 65 months old. Children also discussed past events with an experimenter at each age. Maternal structure and autonomy support appeared as 2 distinct and separable components of mothers' reminiscing style and acted in an additive f…
Adolescents’ intergenerational narratives across cultures
Adolescents' intergenerational narratives-the stories they tell about their mothers' and fathers' early experiences-are an important component of their identities (Fivush & Merrill, 2016; Merrill & Fivush, 2016). This study explored adolescents' intergenerational narratives across cultures. Adolescents aged 12 to 21 from 3 cultural groups in New Zealand (Chinese: n = 88; Māori: n = 91; European: n = 91) narrated stories about their mothers' and f…
Mothers, Fathers, Daughters, Sons
(1996). Mothers, Fathers, Daughters, Sons: Gender Differences in Autobiographical Reminiscing. Research on Language and Social Interaction: Vol. 29, No. 1, pp. 27-56
Mothers' extratextual comments during storybook reading
This study examines longitudinally how mothers structure shared book reading interactions with their children across the preschool period, focusing on possible individual stylistic differences in White, middle‐class mothers' extratextual comments. Analyses addressed consistency of individual maternal styles over time and comparability of storybook reading styles across familiar and unfamiliar stories. At each of two time points, when the children…
Children's Self‐esteem and Moral Self
The current study has two aims: (1) to examine associations between the emotional content of parent–child past event conversations and two aspects of children's self‐concept—moral self and self‐esteem; and (2) to examine the degree to which talk about past events is uniquely associated with self‐concept when compared with talk about ongoing events and situations. Fifty‐one five‐ and six‐year‐old New Zealand children and their parents discussed fo…
The role of whānau (New Zealand Māori families) for Māori children’s early learning
The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whānau (New Zealand Māori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reporte…
Understanding the Self Through Siblings
This study addresses the role of sibling influence on social understanding in the second year of life, in a sample of families living in N ew Z ealand who identify as P acific I sland ( N = 43). We tested toddlers at 20 and 26 months on social understanding tasks, as well as their levels of self‐awareness on the S tipek self‐concept questionnaire. We hypothesized that the presence of siblings provides a rich resource from which to learn about the…
What Children Say When They Talk About the Past
The study of children's spontaneous talk about the past is critical to understanding narrative and autobiographical memory development. Mothers of 59 New Zealand children recorded their spontaneous talk about past events. In Study 1, mothers recorded children's verbal memories at 25 and 32 months. Study 2 consisted of one child's verbal memories from 14.5 to 19.5 months of age. The results from both studies revealed that children progressed from …
Promoting code-focused talk
Children learning to read later catch up to children reading earlier
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
BackgroundMany people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.AimsIn this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.SampleDrawing on the large pre-birth Growing Up in New Zealand c…
Growing Memories
Maternal reminiscing during middle childhood
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in N…
Mother-child conversations about the past
Parental styles of talking about the past
Past research indicates that mothers have different styles of reminiscing with their children (e.g., R.Fivush & F. A. Fromhoff, 1988). This study examined fathers' styles of talking about the past aswell. Mothers and fathers from 24 2-parent families talked separately with their 3-year-olds aboutshared one-time events. Consistent with previous research on mothers, parents displayed 2 distinctnarrative styles. The styles were not associated with g…
Conceptions of Self in Mother-Child Birth Stories
Family stories of children's early experiences may be important contributors to children's growing sense of self. In this study, 35 New Zealand Pakeha (European-descent) mothers told their preschoolers the story of the child's birth. Conversations were coded for mothers' emphasis on interpersonal aspects of the birth or for an exclusive focus on the child. Overall, mothers with daughters and younger preschoolers adopted a more interpersonal focus…
Mothers, Fathers, Daughters, Sons
(1996). Mothers, Fathers, Daughters, Sons: Gender Differences in Autobiographical Reminiscing. Research on Language and Social Interaction: Vol. 29, No. 1, pp. 27-56
Mothers' extratextual comments during storybook reading
This study examines longitudinally how mothers structure shared book reading interactions with their children across the preschool period, focusing on possible individual stylistic differences in White, middle‐class mothers' extratextual comments. Analyses addressed consistency of individual maternal styles over time and comparability of storybook reading styles across familiar and unfamiliar stories. At each of two time points, when the children…
What Children Say When They Talk About the Past
The study of children's spontaneous talk about the past is critical to understanding narrative and autobiographical memory development. Mothers of 59 New Zealand children recorded their spontaneous talk about past events. In Study 1, mothers recorded children's verbal memories at 25 and 32 months. Study 2 consisted of one child's verbal memories from 14.5 to 19.5 months of age. The results from both studies revealed that children progressed from …
Quality of adult book reading affects children's emergent literacy
The authors assessed the relative benefits of 3 styles of adult book reading for preschoolers' emergent literacy. A describer style focused on describing pictures during the reading, a comprehender style focused on story meaning, and a performance-oriented style introduced the book and discussed story meaning on completion. Forty-eight 4-year-olds were randomly assigned to receive 1 of the 3 reading styles over a 6-week period. Pretests and postt…
Origins of autobiographical memory
This study tested the predictions of M. L. Howe and M. L. Courage's (1993, 1997) theory of infantile amnesia compared with a social-interactionist account of autobiographical memory development (R. Fivush & E. Reese, 1992; K. Nelson, 1993b). Fifty-eight mother-child dyads were assessed for maternal styles of talking about the past and for children's self-recognition, language production, and nonverbal memory when the children were 19 months old. …
Predictive validity of the New Zealand MacArthur Communicative Development Inventory
This study assessed the long-term predictive validity of the MacArthur Communicative Development Inventories: Words and Sentences (CDI[ratio ]WS; Fenson, Dale, Reznick, Thal, Bates, Hartung, Pethick & Reilly, 1993) for children's expressive and receptive vocabulary development. Sixty-one New Zealand children (31 females) were assessed with a New Zealand version of the CDI[ratio ]WS at 1;7 and 2;1 and with the Expressive Vocabulary Test (Williams,…
Picture book reading with young children
Maternal Structure and Autonomy Support in Conversations About the Past
The authors examined the contributions of maternal structure and autonomy support to children's collaborative and independent reminiscing. Fifty mother-child dyads discussed past experiences when the children were 40 and 65 months old. Children also discussed past events with an experimenter at each age. Maternal structure and autonomy support appeared as 2 distinct and separable components of mothers' reminiscing style and acted in an additive f…
Elaborating on Elaborations
Initial research on maternal reminiscing style established clear and consistent individual differences that vary along a dimension of maternal elaboration and that are related to children's developing autobiographical skills. More recent research has linked maternal elaborative reminiscing to strategic memory development, language and literacy skills, developing attachment relationships, and understanding of self, other, and mind. In this review,…
Emotional reminiscing and the development of an autobiographical self
According to autobiographical memory theorists, past event conversations provide children with a framework for evaluating and connecting past events into a coherent autobiography (R. Fivush, 1994; K. Nelson, 1993; M. K. Welch-Ross, 1995). Two studies were conducted to empirically examine the association between past event conversation style and an independent measure of children's self-concept consistency. In Study 1, 50 New Zealand mothers discu…
Training Mothers in Elaborative Reminiscing Enhances Children’s Autobiographical Memory and Narrative
This longitudinal intervention assessed children’s memory at 2-1/2 years (short-term posttest; N= 115) and their memory and narrative at 3-1/2 years (long-term posttest; N= 100) as a function of maternal training in elaborative reminiscing when children were 1-1/2 to 2-1/2 years. At both posttests, trained mothers were more elaborative in their reminiscing than untrained mothers. At the long-term posttest, trained mothers were also more repetitiv…
Children's Self‐esteem and Moral Self
The current study has two aims: (1) to examine associations between the emotional content of parent–child past event conversations and two aspects of children's self‐concept—moral self and self‐esteem; and (2) to examine the degree to which talk about past events is uniquely associated with self‐concept when compared with talk about ongoing events and situations. Fifty‐one five‐ and six‐year‐old New Zealand children and their parents discussed fo…
Coherence of Personal Narratives Across the Lifespan
Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as essential dimensions of personal narrative coherence, each of wh…
The contribution of age and reading instruction to oral narrative and pre-reading skills
Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning of state schooling (age 5), the beginning of Waldorf schooling (age 7) and children who attended…
Early understanding of the functions of print
Preschoolers’ ability to produce, read, and use written marks (notating skills) reflects an early understanding of the functions of print. The relation between preschoolers’ notating skills and parents’ level of assistance when notating, talk about the purpose of writing, and elaborative talk was examined. Sixty preschoolers played a grocery-list task, where they produced, decoded, and used notations for problem-solving. Then, parents and childre…
Children learning to read later catch up to children reading earlier
Maternal reminiscing, elaborative talk, and children’s theory of mind
This study examined the impact of training mothers to talk elaboratively about the past on children’s understanding of mind. The researchers randomly assigned 102 mothers of 19-month-old children to a training or no-training group. Mothers in the experimental group received training in an elaborative style of talking about the past when children were 21, 25, and 29 months of age. Children were assessed on a battery of theory-of-mind tasks at 44 m…
From reminiscing to reading
In this study, the relations among a range of literacy-related home practices and children’s acquisition of language and literacy at the outset of preschool are examined in a sample of linguistically diverse children from low-income families in the United States. Specifically, the study focuses on sources of variation found in mother–child conversations while reminiscing and book sharing, in frequency of book reading, in parent use of strategies …
Understanding the Self Through Siblings
This study addresses the role of sibling influence on social understanding in the second year of life, in a sample of families living in N ew Z ealand who identify as P acific I sland ( N = 43). We tested toddlers at 20 and 26 months on social understanding tasks, as well as their levels of self‐awareness on the S tipek self‐concept questionnaire. We hypothesized that the presence of siblings provides a rich resource from which to learn about the…
Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand
The MacArthur–Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent–child dyads with 20- and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds i…
Does the brown banana have a beak? Preschool children’s phonological awareness as a function of parents’ talk about speech sounds
Children’s phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents’ talk in preschool children’s phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new ‘Sound Talk’ observational measure. Children completed measures of phonological awareness, language, and literacy. Parents…
Getting a Life Takes Time
The life story is a special cognitive-communicative format which allows understanding persons from a biographical perspective through autobiographical reasoning and life narrating. Reviewing research on the development of the life story from the past 15 years, we clarify the conceptual and developmental specificity of the life story by comparing it to single event stories, and the specificity of autobiographical reasoning by comparing it to other…
Psychology (47 obras) · Developmental psychology (45 obras) · Identity, Memory, and Therapy (22 obras) · Linguistics (19 obras) · Reading and Literacy Development (17 obras) · Early Childhood Education and Development (16 obras) · Cognition (14 obras) · Social Psychology (14 obras) · Language Development and Disorders (13 obras) · Narrative (13 obras)