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experience. Fivush and her colleagues describe two maternal styles of speech that are frequently used when conversing with young children: Mothers who exhibit a highly elaborative style provide a multitude of details about the event and foster their children's involvement in the conversation by evaluating what their child has to say. In contrast, mothers who display a highly repetitive style, tend to focus on a few details about the event, ask redundant questions of their child, and rarely encourage their child's participation in the conversation. Of these two maternal speech styles, elaboration has been found to be beneficial for children's development of autobiographical memory, literacy, narrative skills, theory of mind, and understanding of self and emotion. Children of highly elaborative mothers are more elaborative themselves when recollecting previous experiences. Other research has shown that mothers of girls are more elaborative than mothers of boys and, in turn, girls are more elaborative than boys.
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suggests that a child's exposure to one type of narrative over another may result in a similar narrative organization in the child. Fivush conducted research indicating that mothers who used more evaluations and emotional comments during parent-child conversations about the past have children who included more evaluative and emotional information in their own autobiographical narratives later on.
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Fivush has also created a scale that examines children's knowledge of their family history using 20 Yes/No questions. In this study, Fivush and her colleagues argue that knowledge of one's family history is correlated with multiple positive aspects of well-being, including higher self-esteem, better
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Research has identified two main parent communication styles: paradigmatic (characterized by repetitive questioning and a focus on categorical information) and elaborate (characterized by evaluative commenting that included information such as cause, motivations, emotions and mental states). Fivush
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The second approach focuses on content, examining maternal speech for the specific subject matter introduced to the conversation. The content approach has been primarily used to investigate gendered patterns in maternal speech as they relate to children's speech. For example, Fivush and colleagues
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Two approaches have been used in studies examining parent-child reminiscing about the past in an effort to answer the question “What does the mother contribute to the conversation?” The first focuses on the process through which the mother engages the child when talking about a previous emotional
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Fivush is most well known for her research on the complex interplay between children's storytelling abilities and their creation of autobiographical memories. According to Fivush, stories serve as an important cultural tool for expressing our understanding of feelings and beliefs and the ways in
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Children learn how to enter into narrative discourse about the past through early conversations and social interaction. This social interactionist approach is based on a dialectical model in which the child internalizes adult thought through participation in joint activities where memories are
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Fivush suggested that in conversations with a parent about a past experience, the child may recognize that the feelings and thoughts that they had about the experience differ from their parent's feelings, by direct comparison of what each person brought to the conversation. Hence parent-guided
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observed that mothers talked more about emotions with girls than boys, especially when those conversations concerned experiences of sadness. Other research has shown that by the end of preschool, girls tend to talk more about emotions, and sadness in particular, when compared to boys.
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Throughout her career Fivush has focused on the development of autobiographical memory and its connection to parent-child conversational practices, gender, and self-identity. She has written over 150 scholarly articles and books. Her research has been supported by grants from the
684:"Autobiographical memory and the construction of a narrative self: developmental and cultural perspectives. Edited by Robyn Fivush and Catherine A. Haden. Lawrence Erlbaum Associates, Mahwah, New Jersey, 2003. pp. 240. Price: £37.50, $ 49.95. ISBN 0805837566"
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Narrating and representing experience: Preschoolers' developing autobiographical accounts in In P.W. van den Broek, P.J. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual
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Barrett, Paul (1996). "A Review of:"The
Remembering Self: Construction and Accuracy in the Self-narrative", edited by ULRIC NEISSER and ROBYN FIVUSH, Cambridge University Press, New York (1994), pp. x + 301, £30.00, ISBN 0-521-43194-8".
230:
205:. Her dissertation examined kindergarten children's temporally organized, script-like representations of the school day. From 1983 to 1984, Fivush was a postdoctoral fellow at the
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Duke, MP; Lazarus, A; Fivush, R. (2008). "Knowledge of family history as a clinically useful index of psychological well-being and prognosis: A brief report".
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experienced and shared. During social transactions, the child begins to understand the structures necessary for storing, organizing, and recalling memories.
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Gredler, Gilbert R. (July 1, 2000). "Golombok, S., & Fivush, R. (1994). Gender development. New York: Cambridge
University Press. 275 pages, $ 22.75".
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Reese, E., Haden, C. A., & Fivush, R. (1993). Mother-child conversations about the past: Relationships of style and memory over time.
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reminiscing helps children to organize, interpret, and evaluate past experiences in ways that give them the chance to cultivate their
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Fivush, R., Brotman, M. A., Buckner, J. P., & Goodman, S. H. (2000). Gender differences in parent–child emotion narratives.
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Family narratives and the development of an autobiographical self: social and cultural perspectives on autobiographical memory
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Nelson, Katherine; Fivush, Robyn (2004). "The emergence of autobiographical memory: A social cultural developmental theory".
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Fivush, Robyn; Brotman, M.A.; Buckner, J.P.; Goodman, S.H. (2000). "Gender differences in parent-child emotion narratives".
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Fivush, Robyn (1989). "Exploring sex differences in the emotional content of mother-child conversations about the past".
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which a child constructs a story about an event is directly related to their internal representation of that experience.
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Nelson, K., & Fivush, R. (2004). The emergence of autobiographical memory: a social cultural developmental theory.
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family functioning, and lower anxiety. This scale has also gained interest and attention in mainstream media outlets.
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320:(2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socioemotional development.
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Autobiographical memory and the construction of a narrative self : developmental and cultural perspectives
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Fivush, Robyn; Mandler, Jean M. (1985). "Developmental
Changes in the Understanding of Temporal Sequence".
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is the Samuel
Candler Dobbs Professor of Psychology and Director of the Institute for the Liberal Arts at
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Autobiographical Memory and the
Construction of A Narrative Self: Developmental and Cultural Perspectives
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Mandler, Jean M.; Fivush, Robyn; Reznick, J. Steven (1987). "The development of contextual categories".
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on studies of young children's development of categories and their understanding of temporal sequences.
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131:, College of Arts and Sciences in Atlanta, Georgia. She is well known for her research on parent-child
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Fivush, Robyn (1984). "Learning about School: The
Development of Kindergartners' School Scripts".
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Fivush, R ., Robyn (1991). "Gender and emotion in mother-child conversations about the past".
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Emotion and memory in development : biological, cognitive, and social considerations
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139:. Fivush is affiliated with the Departments of Psychology and Women's Studies at Emory.
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Emotion in Memory and
Development: Biological, Cognitive, and Social Considerations
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William Evans Fellow, University of Otago, Dunedin, New
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The remembering self : construction and accuracy in the self-narrative
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135:(i.e., story telling and reminiscing) in relation to the development of
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726:. Quas, Jodi A., Fivush, Robyn. Oxford: Oxford University Press. 2009.
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The
Remembering Self: Construction and Accuracy in the Self-Narrative
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10.1002/1520-6807(200007)37:4<394::aid-pits14>3.0.co;2-9
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Family
Narratives and the Development of an Autobiographical Self
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Fivush, R. (2011). The development of autobiographical memory.
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Fivush completed an undergraduate degree in psychology at the
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1132:"The Stories That Bind Us: What Are the Twenty Questions?"
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The Wiley handbook on the development of children's memory
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The Wiley Handbook on the Development of Children's Memory
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National Institute of Child Health and Human Development
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Psychotherapy: Theory, Research, Practice, Training
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977:. Mahwah, New Jersey: Erlbaum. pp. 169–197.
193:in 1975, and a master's degree in psychology at
197:in 1977. Fivush continued her education at the
361:"Robyn Fivush | Emory University | Atlanta GA"
146:, coauthor with Susan Golombok, of the volume
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191:State University of New York at Stony Brook
44:State University of New York at Stony Brook
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413:"Studying the Secrets of Childhood Memory"
285:Fellow, American Psychological Association
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682:Bauer, Patricia J. (February 22, 2005).
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1150:"The Root of All Things: 20 Questions"
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