Catherine A Haden
Biographic Data
| ID | 1464201 |
|---|---|
| NAME | Catherine A Haden |
| GIVEN NAMES | Catherine A |
| FAMILY NAME | Haden |
| SIGNATURE | HADEN C A |
| AFFILIATIONS | Loyola University Chicago |
| ORCID | 0000-0001-8392-9218 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 215 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Latine caregivers’ storytelling with their preschoolers about science, nature, and identity
Family storytelling can support the development of children’s cognitive skills and sense of identity. The current study explored Latine caregivers’ storytelling as a resource for promoting their young children’s science learning. One-hundred and fifteen U.S. Latine caregivers were video recorded sharing a nature- or science-related story with their 3- to 5-year-old children and reporting why they shared that story. Most caregivers told autobiogra…
“You gotta tell the camera”
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty-four families with 5- to 10-year-old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digita…
Supporting Latine children’s informal engineering learning through tinkering and oral storytelling
Providing equitable informal science, technology, engineering, and mathematics (STEM) learning opportunities to young children from diverse backgrounds may be a way to increase access and interest in STEM and can help to address the broader goal of increasing representation. Importantly, these learning experiences must be meaningful and engage everyday cultural practices. Guided by a strengths-based approach, the current study examines how oral s…
Exploring the foundations of early scientific literacy
From an early age, children show a keen interest in discovering the causal structure of the world around them. Given how fundamental causal information is to scientific inquiry and knowledge, this early emerging "causal stance" might be important in propelling the development of scientific literacy. However, currently little is known about the development of children's causal stance, or how it might relate to concurrent or subsequent scientific l…
Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative …
Parents’ causal talk
To explore the potential contribution of parents' causal talk to preschooler's emerging scientific literacy and related interests, we observed 153 parent-child dyads playing together in a museum and in the lab. As in previous work, the frequency with which parents referenced causal information in their speech predicted the strength of their children's causal stance. In addition, the frequency with which parents invited their children to explain c…
Supporting family conversations and children's STEM learning in a children's museum
Autobiographical memory and the construction of a narrative self
The Effects of Distraction on Cognitive Task Performance During Toddlerhood
We investigated the effects of distraction on attention and task performance during toddlerhood. Thirty toddlers (24‐ to 26‐month‐olds) completed different tasks (2 of each: categorization, problem solving, memory, free play) in one of two conditions: No Distraction or Distraction. The results revealed that the distractor had varying effects on performance scores depending on the task: The problem solving and memory tasks were more susceptible to…
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…
Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum
The authors adapted an experimental design to examine effects of instruction prior to entry into a children's museum exhibit on caregiver-child interactions and children's learning. One hundred twenty-one children (mean age = 6.6 years) and their caregivers were randomly assigned to 1 of 5 conditions that varied according to what, if any, preexhibit instruction the dyads received: (a) building and conversation instruction, (b) building instructio…
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,…
Learning to remember
Autobiographical Memory and the Construction of A Narrative Self
Contents: R. Fivush, C.A. Haden, Introduction: Autobiographical Memory, Narrative, and Self. Part I: The Development of Autobiographical Memory and Self-Understanding. K. Nelson, Narrative and Self, Myth and Memory: Emergence of the Cultural Self. E. Reese, K. Farrant, Social Origins of Reminiscing. C.A. Haden, Joint Encoding and Joint Reminiscing: Implications for Young Children's Understanding and Remembering of Personal Experiences. Part II: C…
Sensing Oneself in the Past and into the Future
Reminiscing with different children
This study explored patterns of consistency and change in maternal reminiscing style across conversations with different children in the same family. Twenty-three White, middle-class mothers engaged in separate memory conversations with their younger (M age = 40 months) and older (M age = 68 months) children. Mothers evidenced striking stylistic consistency. Analyses of bidirectional relations revealed that for different elements of style, mother…
Developing narrative structure in parent-child reminiscing across the preschool years
This study is a longitudinal exploration of relations between parents' and children's provision of narrative structure in joint retellings of the past and children's developing personal narrative skills. Fifteen White, middle-class families participated when children were 40 and 70 months old. At both ages, mothers and fathers talked separately with children about shared past events and uniformed experimenters elicited children's personal narrati…
Developing narrative structure in parent–child reminiscing across the preschool years
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…
Mother-child conversations about the past
Autobiographical Memory and the Construction of A Narrative Self
Contents: R. Fivush, C.A. Haden, Introduction: Autobiographical Memory, Narrative, and Self. Part I: The Development of Autobiographical Memory and Self-Understanding. K. Nelson, Narrative and Self, Myth and Memory: Emergence of the Cultural Self. E. Reese, K. Farrant, Social Origins of Reminiscing. C.A. Haden, Joint Encoding and Joint Reminiscing: Implications for Young Children's Understanding and Remembering of Personal Experiences. Part II: C…
Developing narrative structure in parent–child reminiscing across the preschool years
Developing narrative structure in parent-child reminiscing across the preschool years
This study is a longitudinal exploration of relations between parents' and children's provision of narrative structure in joint retellings of the past and children's developing personal narrative skills. Fifteen White, middle-class families participated when children were 40 and 70 months old. At both ages, mothers and fathers talked separately with children about shared past events and uniformed experimenters elicited children's personal narrati…
Reminiscing with different children
This study explored patterns of consistency and change in maternal reminiscing style across conversations with different children in the same family. Twenty-three White, middle-class mothers engaged in separate memory conversations with their younger (M age = 40 months) and older (M age = 68 months) children. Mothers evidenced striking stylistic consistency. Analyses of bidirectional relations revealed that for different elements of style, mother…
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…
Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum
The authors adapted an experimental design to examine effects of instruction prior to entry into a children's museum exhibit on caregiver-child interactions and children's learning. One hundred twenty-one children (mean age = 6.6 years) and their caregivers were randomly assigned to 1 of 5 conditions that varied according to what, if any, preexhibit instruction the dyads received: (a) building and conversation instruction, (b) building instructio…
Supporting family conversations and children's STEM learning in a children's museum
Parents’ causal talk
To explore the potential contribution of parents' causal talk to preschooler's emerging scientific literacy and related interests, we observed 153 parent-child dyads playing together in a museum and in the lab. As in previous work, the frequency with which parents referenced causal information in their speech predicted the strength of their children's causal stance. In addition, the frequency with which parents invited their children to explain c…
Mother-child conversations about the past
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…
Developing narrative structure in parent-child reminiscing across the preschool years
This study is a longitudinal exploration of relations between parents' and children's provision of narrative structure in joint retellings of the past and children's developing personal narrative skills. Fifteen White, middle-class families participated when children were 40 and 70 months old. At both ages, mothers and fathers talked separately with children about shared past events and uniformed experimenters elicited children's personal narrati…
Developing narrative structure in parent–child reminiscing across the preschool years
Reminiscing with different children
This study explored patterns of consistency and change in maternal reminiscing style across conversations with different children in the same family. Twenty-three White, middle-class mothers engaged in separate memory conversations with their younger (M age = 40 months) and older (M age = 68 months) children. Mothers evidenced striking stylistic consistency. Analyses of bidirectional relations revealed that for different elements of style, mother…
Sensing Oneself in the Past and into the Future
Autobiographical Memory and the Construction of A Narrative Self
Contents: R. Fivush, C.A. Haden, Introduction: Autobiographical Memory, Narrative, and Self. Part I: The Development of Autobiographical Memory and Self-Understanding. K. Nelson, Narrative and Self, Myth and Memory: Emergence of the Cultural Self. E. Reese, K. Farrant, Social Origins of Reminiscing. C.A. Haden, Joint Encoding and Joint Reminiscing: Implications for Young Children's Understanding and Remembering of Personal Experiences. Part II: C…
Learning to remember
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,…
Enhancing building, conversation, and learning through caregiver–child interactions in a children’s museum
The authors adapted an experimental design to examine effects of instruction prior to entry into a children's museum exhibit on caregiver-child interactions and children's learning. One hundred twenty-one children (mean age = 6.6 years) and their caregivers were randomly assigned to 1 of 5 conditions that varied according to what, if any, preexhibit instruction the dyads received: (a) building and conversation instruction, (b) building instructio…
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…
Autobiographical memory and the construction of a narrative self
The Effects of Distraction on Cognitive Task Performance During Toddlerhood
We investigated the effects of distraction on attention and task performance during toddlerhood. Thirty toddlers (24‐ to 26‐month‐olds) completed different tasks (2 of each: categorization, problem solving, memory, free play) in one of two conditions: No Distraction or Distraction. The results revealed that the distractor had varying effects on performance scores depending on the task: The problem solving and memory tasks were more susceptible to…
Supporting family conversations and children's STEM learning in a children's museum
Parents’ causal talk
To explore the potential contribution of parents' causal talk to preschooler's emerging scientific literacy and related interests, we observed 153 parent-child dyads playing together in a museum and in the lab. As in previous work, the frequency with which parents referenced causal information in their speech predicted the strength of their children's causal stance. In addition, the frequency with which parents invited their children to explain c…
Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative …
Exploring the foundations of early scientific literacy
From an early age, children show a keen interest in discovering the causal structure of the world around them. Given how fundamental causal information is to scientific inquiry and knowledge, this early emerging "causal stance" might be important in propelling the development of scientific literacy. However, currently little is known about the development of children's causal stance, or how it might relate to concurrent or subsequent scientific l…
Supporting Latine children’s informal engineering learning through tinkering and oral storytelling
Providing equitable informal science, technology, engineering, and mathematics (STEM) learning opportunities to young children from diverse backgrounds may be a way to increase access and interest in STEM and can help to address the broader goal of increasing representation. Importantly, these learning experiences must be meaningful and engage everyday cultural practices. Guided by a strengths-based approach, the current study examines how oral s…
“You gotta tell the camera”
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty-four families with 5- to 10-year-old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to a digital storytelling condition or a no digita…
Latine caregivers’ storytelling with their preschoolers about science, nature, and identity
Family storytelling can support the development of children’s cognitive skills and sense of identity. The current study explored Latine caregivers’ storytelling as a resource for promoting their young children’s science learning. One-hundred and fifteen U.S. Latine caregivers were video recorded sharing a nature- or science-related story with their 3- to 5-year-old children and reporting why they shared that story. Most caregivers told autobiogra…
Psychology (19 works) · Developmental psychology (14 works) · Identity, Memory, and Therapy (11 works) · Cognitive psychology (9 works) · Narrative (9 works) · Early Childhood Education and Development (7 works) · Pedagogy (7 works) · Autobiographical memory (6 works) · Computer Science (6 works) · Literature (6 works)