Literaturnachweis - Detailanzeige
| Autor/inn/en | Saraiva, Pedro; Silva, Sara; Habermas, Tilmann; Henriques, Margarida R. |
|---|---|
| Titel | The Acquisition of the Cultural Life Script: Children Have a Less Normative and Less Sequential Concept of the Life Course than Adults |
| Quelle | In: European Journal of Developmental Psychology, 18 (2021) 1, S.96-111 (16 Seiten)
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| Zusatzinformation | ORCID (Saraiva, Pedro) ORCID (Habermas, Tilmann) ORCID (Henriques, Margarida R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1740-5629 |
| DOI | 10.1080/17405629.2020.1768066 |
| Schlagwörter | Cultural Influences; Autobiographies; Memory; Experience; Children; Adolescents; Adults; Age Differences; Child Development; Adolescent Development; Foreign Countries; Portugal |
| Abstract | Autobiographical remembering develops in childhood. A late-developing cognitive tool is the cultural life script. The present study aimed at exploring the beginnings of its acquisition and at replicating its acquisition in early adolescence in a Southern-European culture. Study 1 established the Portuguese normative adult cultural life script, against which the cultural life scripts provided by 6- to 16-year-olds could be compared in Study 2. The acquisition of the cultural life script in early to mid-adolescence was confirmed with multiple indicators. In 6- to 8-year olds, life script knowledge was only rudimentary. However, children still agreed highly on a set of mostly non-normative life events which they named as typical for a normal life that are not part of the adult life script. We conclude that children's non-normative concept of life is less helpful for remembering, narrating, and planning a life than is the adult cultural life script with normative events. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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