Parenting Journal · Volume 1 · Issue 1 · Licensed source edition
The Communication of Culturally Dominant Modes of Attention from Parents to Children: A Comparison of Canadian and Japanese Parent-Child Conversations during a Joint Scene Description Task
Originally published 2016-01-29 · PLoS ONE
PLOS · DOI 10.1371/journal.pone.0147199 ↗
Editorial reading guide · Collaboration
What can I notice about the different ways my child and I describe the same scene?
Shared descriptions of a scene illustrate how parents and children build attention and meaning together. The cross-cultural comparison discourages treating one conversation style as the only correct one.
Who was studied?
Canadian and Japanese children; the joint-task study included 107 parent–child dyads.
Age / stage: 4–9 years
Read with three questions
- How did solitary and joint scene-description tasks differ?
- Which age-related and cultural differences appeared?
- Why did the tasks not establish durable changes in children’s everyday attention?
Keep the limits in view
Highly educated samples and a brief task limit generalization. The design did not establish how much children internalized or retained the observed conversational patterns.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Sawa Senzaki; Takahiko Masuda; Akira Takada; Hiroyuki Okada (2016). The Communication of Culturally Dominant Modes of Attention from Parents to Children: A Comparison of Canadian and Japanese Parent-Child Conversations during a Joint Scene Description Task PLoS ONE. https://doi.org/10.1371/journal.pone.0147199
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