scholarly journals Toward integrating research on parent–child emotion talk and linguistic theory: A spotlight on parents’ (in)direct communication

2020 ◽  
Author(s):  
Erika Hernandez ◽  
Katie Carmichael ◽  
Julie C. Dunsmore
Keyword(s):  
Linguistic Theory ◽  
Direct Communication ◽  
Emotion Talk ◽  
Parent Child

scholarly journals Toward Integrating Research on Parent-Child Emotion Talk and Linguistic Theory: A Spotlight on Parents’ (In)direct Communication

2020 ◽  
Author(s):  
Erika Hernandez ◽  
Katie Carmichael ◽  
Julie C. Dunsmore
Keyword(s):  
Emotional Development ◽  
Cultural Context ◽  
Emotion Socialization ◽  
Communicative Competence ◽  
Indirect Communication ◽  
Direct Communication ◽  
Parental Emotion ◽  
Emotion Talk ◽  
Parent Child

Parent-child discussions about emotion are a key socialization influence on children’s socio-emotional development. Extant research on parent-child discussions about emotion largely focuses on three main types of discourse content: parental elaboration, parental use of emotion labels and explanations, and parental emotion coaching. A new direction involves distinguishing between parents’ direct and indirect communication of discourse content. This distinction may be vital when considering the role of children’s communicative competence in their developing socio-emotional competence. We integrate literature on (in)direct communication, a concept prominent in linguistics, and emotion socialization. We argue that parental indirect communication can teach children communicative competence in the context of emotion talk. We discuss literature from the developmental and linguistic fields on parents’ teaching of communicative skills, as well as potential cognitive, relational, and emotional functions of indirectness, with communication and its socialization embedded within cultural context. Finally, we suggest new research directions examining the role of parental indirect communication in children’s socio-emotional development. By integrating developmental and linguistic literatures, we provide a novel approach to the study of parental emotion socialization through parent-child discourse.

scholarly journals Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction

2019 ◽  
Vol 47 (2) ◽  
pp. 418-434 ◽  
Author(s):  
Angela GRIMMINGER ◽  
Katharina J. ROHLFING ◽  
Carina LÜKE ◽  
Ulf LISZKOWSKI ◽  
Ute RITTERFELD
Keyword(s):  
Language Development ◽  
Linguistic Theory ◽  
Linguistic Development ◽  
Parent Child Interactions ◽  
Different Dimensions ◽  
Parent Child

AbstractDecontextualized talk is assumed to be used only rarely when children are younger than 30 months. Motivated by Bühler's (1934/1999) linguistic theory that describes different dimensions of (de-)contextualization, we provide evidence that this kind of input can already be found in caregivers’ talking to their 12-month-old children. Such early input is characterized by being decontextualized on some dimensions while being grounded in the immediate context on others. In this way, parents may scaffold understanding of talk about the there-and-then. We also examined whether caregivers adapt decontextualized verbal input to individual trajectories in language development. We observed 59 parent–child interactions within a decorated room when children were 12 months old, and assessed the children's linguistic development at 12 and 24 months of age. However, we did not find differences in the input directed toward children with different trajectories in language development.

scholarly journals Parent-Child Reminiscing: Relationships between Parent Elaborations, Emotion Talk and Memory Contributions of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
◽  
Wendy Faust
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Process ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Emotion Talk ◽  
Parent Child

<p>How parents of children with Autism Spectrum Disorder (ASD) engage their children in reminiscing about the past was investigated in a sample of 12 children with ASD and 12 matched typically developing children. Analysis of parent elaboration styles and emotion talk during reminiscing revealed no significant differences between parents of children with ASD and parents of typically developing children. The elaboration style and emotion talk of parents of children with ASD was associated with their children's memory contributions and emotion talk during conversations. The discussion addresses why the social and language difficulties, characteristic of ASD, may not have impacted on parent-child reminiscing. It considers this specifically in relation to the role that parents of children with ASD play in 'scaffolding' their children through the critical developmental process of parent-child reminiscing.</p>

scholarly journals Parent-Child Reminiscing: Relationships between Parent Elaborations, Emotion Talk and Memory Contributions of Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
◽  
Wendy Faust
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Process ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Emotion Talk ◽  
Parent Child

<p>How parents of children with Autism Spectrum Disorder (ASD) engage their children in reminiscing about the past was investigated in a sample of 12 children with ASD and 12 matched typically developing children. Analysis of parent elaboration styles and emotion talk during reminiscing revealed no significant differences between parents of children with ASD and parents of typically developing children. The elaboration style and emotion talk of parents of children with ASD was associated with their children's memory contributions and emotion talk during conversations. The discussion addresses why the social and language difficulties, characteristic of ASD, may not have impacted on parent-child reminiscing. It considers this specifically in relation to the role that parents of children with ASD play in 'scaffolding' their children through the critical developmental process of parent-child reminiscing.</p>

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Who Controls Parent—Child Interaction?

1981 ◽  
Vol 26 (10) ◽  
pp. 744-745
Author(s):  
David C. Rowe
Keyword(s):  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child
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