Professor Elaine Reese Research Interests, Research, Department of Psychology, University of Otago, New Zealand

Associate Professor Elaine Reece

Tel 64 3 479 8441
Email ereese@psy.otago.ac.nz
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Social Influences on Children’s Development

One way that parents shape their children’s learning and development is through their talk. Whether they are talking to children as they play, telling or reading them stories, or talking to them about the past or future, parents’ conversation matters for children’s development.

Children's Development Aided by Parents' Talk

Father reading to son in Assoc Prof Elaine Reese's Research Lab I study the way that parents’ talk creates change in children’s language, narrative, memory, literacy, and self-understanding. I am especially interested in the role of parents’ storytelling with their children. Parents’ stories range from ready-made versions available in books to stories that they tell about their own lives and their children’s lives. Both the quantity and the quality of these stories make a difference in children’s development. The sheer quantity of words that parents use affects their children’s language development. However, the quality of parents’ speech is equally important. Parents who ask their children open-ended questions about their experiences, such as, “What was your favourite part of the zoo?” are encouraging their children to put their experiences into words. This practice helps children’s language development but also enriches their memory development, their narrative skills, and even their reading acquisition.

Delving into the Emotional Aspects of Stories Creates a More Coherent and Positive Sense of Self in Children

Mother, Child, Aunty telling stories in Assoc Prof Elaine Reese's Research Lab Parents who delve into the emotional aspects of stories and past events, especially the negative aspects, also have children with a more coherent and more positive sense of self. Critically, there are differences between boys and girls in their narrative skills and self-understanding from a young age. We are finding that parents need to continue to help boys understand their emotions and past experiences into middle childhood, whereas girls are mastering these skills at a younger age.

The Importance of Early Emotional Relationships in Children's Learning

The basis for these effects of parental talk on children’s development is grounded in the child’s relationship with the parent from a young age. Those toddlers who are securely attached to their caregivers benefit more from their parents’ talk, whereas children who are insecurely attached to their parents show fewer benefits from their parents’ talk over early childhood. Thus, the early emotional relationship with the parent is essential in children’s learning.

Storytelling in Early Childhood Evokes Earlier Memories as Adolescents

Father and teenage daughter participants in Assoc Prof Elaine Reese's Research walking across bridge In my lab, we are now assessing the outcomes of these early parent-child conversations as we follow the children in our longitudinal studies into adolescence. We are finding that children whose parents told elaborative stories with them in early childhood have earlier memories and stronger self-concepts as adolescents. We are extending these investigations to other cultures to explore whether Maori adolescents, who have the earliest memories of any culture studied, develop a coherent life story at a younger age than Chinese or European New Zealand adolescents, who tend to have later memories. Across cultures, we expect adolescents’ life stories to be linked to their self-concept and to their psychological well-being.

Supported by

Marsden Fund of the Royal Society of New Zealand
National Institute of Child Health and Development
Foundation for Research in Science and Technology

Collaborators

Professor Robyn Fivush (Emory University)
Professor William Friedman (Oberlin College)
Professor Wendy Grolnick (Clark University)
Professor Harlene Hayne (University of Otago)
Associate Professor Qi Wang (Cornell University)
Dr Elizabeth Schaughency (University of Otago)
Dr Mele Taumoepeau (University of Otago)
Dr Catherine Haden (Loyola University)
Professor Peter Ornstein (University of North Carolina, Chapel Hill)
Professor Lynne Baker-Ward (North Carolina State University)
Professor Patricia Bauer (Emory University)
Professor Marjorie Taylor (University of Oregon)

Other Affiliations

Leader of Education Domain, Growing Up in New Zealand
University of Auckland
School of Population Health
www.growingup.co.nz

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Publications

Reese, E., Keegan, P., McNaughton, S., Kingi, T. K., Atatoa Carr, P., Schmidt, J., … Morton, S. (2017). Te Reo Māori: Indigenous language acquisition in the context of New Zealand English. Journal of Child Language. Advance online publication. doi: 10.1017/s0305000917000241

Peterson, E. R., Mohal, J., Waldie, K. E., Reese, E., Atatoa Carr, P., Grant, C. C., & Morton, S. M. B. (2017). A cross-cultural analysis of the infant behavior questionnaire very short form: An item response theory analysis of infant temperament in New Zealand. Journal of Personality Assessment, 99(6), 574-584. doi: 10.1080/00223891.2017.1288128

Peterson, E. R., Waldie, K. E., Mohal, J., Reese, E., Atatoa-Carr, P. E., Grant, C. C., & Morton, S. M. B. (2017). Infant behavior questionnaire: Revised very short form: A new factor structure's associations with parenting perceptions and child language outcomes. Journal of Personality Assessment. Advance online publication. doi: 10.1080/00223891.2017.1287709

Peterson, E. R., Andrejic, N., Corkin, M. T., Waldie, K. E., Reese, E., & Morton, S. M. B. (2017). I hardly see my baby: Challenges and highlights of being a New Zealand working mother of an infant. Kōtuitui. Advance online publication. doi: 10.1080/1177083X.2017.1391852

Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109-132. doi: 10.1080/19404158.2017.1399914

Authored Book - Research
Edited Book - Research
Chapter in Book - Research
Chapter in Book - Other
Journal - Research Article

Authored Book - Research

Reese, E. (2013). Tell me a story: Sharing stories to enrich your child's world. New York, NY: Oxford University Press, 241p.

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Edited Book - Research

Suggate, S., & Reese, E. (Eds.). (2012). Contemporary debates in childhood education and development. Abingdon, UK: Routledge, 352p.

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Chapter in Book - Research

Reese, E. (2015). What good is a picturebook? Developing children's oral language and literacy through shared picturebook reading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller & K. J. Rohlfing (Eds.), Learning from picturebooks: Perspectives from child development and literacy studies. (pp. 194-208). Hove, UK: Routledge.

Reese, E., Taumoepeau, M., & Neha, T. (2014). Remember drawing on the cupboard? New Zealand Māori, European, and Pasifika parents’ conversations about children’s transgressions. In C. Wainryb & H. E. Recchia (Eds.), Talking about right and wrong: Parent-child conversations as contexts for moral development. (pp. 44-70). New York, NY: Cambridge University Press.

Reese, E. (2014). Taking the long way: Longitudinal approaches to autobiographical memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 972-995). Malden, MA: Wiley Blackwell.

Reese, E. (2014). Practical tips for conducting longitudinal studies of memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 1044-1050). Malden, MA: Wiley Blackwell.

Reese, E. (2013). Culture, narrative, and imagination. In M. Taylor (Ed.), The Oxford handbook of the development of imagination. (pp. 196-211). Oxford University Press.

Reese, E. (2012). The tyranny of shared book-reading. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development. (pp. 59-68). Abingdon, UK: Routledge.

Reese, E., Sparks, A., & Suggate, S. (2012). Assessing children's narratives. In E. Hoff (Ed.), Research methods in child language: A practical guide. (pp. 133-148). Chichester, UK: Wiley Blackwell.

Schaughency, E., & Reese, E. (2010). Connections between language and literacy development. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (2nd ed.) (pp. 59-71). Auckland, New Zealand: Pearson.

Reese, E., Yan, C., Jack, F., & Hayne, H. (2010). Emerging identities: Narrative and self from early childhood to early adolescence. In K. C. McLean & M. Pasupathi (Eds.), Narrative development in adolescence: Creating the storied self. (pp. 23-43). New York: Springer. doi: 10.1007/978-0-387-89825-4

Reese, E. (2009). The development of autobiographical memory: Origins and consequences. In P. Bauer (Ed.), Advances in child development and behavior (Vol. 37). (pp. 145-200). The Netherlands: Elsevier. doi: 10.1016/s0065-2407(09)03704-5

Bird, A., & Reese, E. (2008). Autobiographical memory in childhood and the development of a continuous self. In F. Sani (Ed.), Self continuity: Individual and collective perspectives. (pp. 43-54). NY: Psychology Press.

Reese, E., Newcombe, R., & Bird, A. (2006). The emergence of autobiographical memory: Cognitive, social, and emotional factors. In C. M. Fletcher-Flinn & G. M. Haberman (Eds.), Cognition and language: Perspectives from New Zealand. (pp. 177-190). Brisbane: Australian Academic Press.

Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. van Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children: Parents and teachers. (pp. 37-57). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Reese, E., & Farrant, K. (2003). Social origins of reminiscing. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. (pp. 29-48). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Fivush, R., & Reese, E. (2002). Reminiscing and relating: The development of parent-child talk about the past. In J. D. Webster & B. K. Haight (Eds.), Critical Advances in Reminiscence Work. (pp. 109-122). New York: Springer Publishing.

Reese, E. (2002). A model of the origins of autobiographical memory. In J. W. Fagen & H. Hayne (Eds.), Progress in Infancy Research (Vol. 2). (pp. 215-260). Mahwah, NJ: Lawrence Erlbaum Associates.

Haden, C. A., Fivush, R., & Reese, J. E. (1998). Narrative development in social context. In A. Smorti (Ed.), Narrative Development. (pp. 133-152). Florence, Italy: Giunti.

Fivush, R., Pipe, M.-E., Murachver, T. S., & Reese, J. E. (1997). Events spoken and unspoken: implications of language and memory development for the recovered memory debate. In M. A. Conway (Ed.), Recovered Memories and False Memories. (pp. 34-62). Oxford: Oxford University Press.

Fivush, R., Haden, C., & Reese, E. (1995). Remembering, recounting, and reminiscing: The development of autobiographical memory in social context. In D. C. Rubin (Ed.), Remembering our past: Studies in autobiographical memory. (pp. 341-359). Cambridge, UK: Cambridge University Press.

Fivush, R., & Reese, E. (1992). The social construction of autobiographical memory. In M. A. Conway, D. C. Rubin, H. Spinnler & W. A. Wagenaar (Eds.), Theoretical perspectives on autobiographical memory. (pp. 115-132). Dordrecht, The Netherlands: Kluwer Academic.

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Chapter in Book - Other

Reese, E. (2006). Foreword. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (pp. v). Auckland, New Zealand: Pearson Education.

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Journal - Research Article

Robertson, S.-J. L., & Reese, E. (2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3-25. doi: 10.1177/1468798415598354

Reese, E., Fivush, R., Merrill, N., Wang, Q., & McAnally, H. (2017). Adolescents' intergenerational narratives across cultures. Developmental Psychology, 53(6), 1142-1153. doi: 10.1037/dev0000309

Corkin, M. T., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2017). Predictors of mothers’ self-identified challenges in parenting infants: Insights from a large, nationally diverse cohort. Journal of Child & Family Studies. Advance online publication. doi: 10.1007/s10826-017-0903-5

Reese, E., Myftari, E., McAnally, H. M., Chen, Y., Neha, T., Wang, Q., Jack, F., & Robertson, S.-J. (2017). Telling the tale and living well: Adolescent narrative identity, personality traits, and well-being across cultures. Child Development, 88(2), 612-628. doi: 10.1111/cdev.12618

Atatoa Carr, P. E., Reese, E., Bird, A. L., Bandara, D. K., Grant, C. C., & Morton, S. M. B. (2017). Caring for our infants: parents’ antenatal childcare intentions and nine-month reality. Early Years, 1-19. Advance online publication. doi: 10.1080/09575146.2017.1323186

Jack, F., Friedman, W., Reese, E., & Zajac, R. (2016). Age-related differences in memory for time, temporal reconstruction, and the availability and use of temporal landmarks. Cognitive Development, 37, 53-66. doi: 10.1016/j.cogdev.2015.12.003

Schaughency, E., Riordan, J., Das, S., Carroll, J., & Reese, E. (2016). Embracing the principle of ako: Growing partnerships between parents, early childhood educators and researchers. Early Childhood Folio, 20(2), 31-36. doi: 10.18296/ecf.0028

Salmon, K., O'Kearney, R., Reese, E., & Fortune, C.-A. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child & Family Psychology Review, 19(4), 352-367. doi: 10.1007/s10567-016-0214-1

Salmon, K., & Reese, E. (2016). The benefits of reminiscing with young children. Current Directions in Psychological Science, 25(4), 233-238. doi: 10.1177/0963721416655100

Bird, A. L., Reese, E., Taumoepeau, M., Schmidt, J., Mohal, J., Grant, C., … Morton, S. (2016). “You are our eyes and ears”: A new tool for observing parent-child interactions in large samples. Longitudinal & Life Course Studies, 7(4), 386-408. doi: 10.14301/llcs.v7i4.381

Reese, E., Peterson, E. R., Waldie, K., Schmidt, J., Bandara, D., Atatoa Carr, P., … Morton, S. M. B. (2016). High Hopes? Educational, socioeconomic, and ethnic differences in parents' aspirations for their unborn children. Journal of Child & Family Studies, 25(12), 3657-3674. doi: 10.1007/s10826-016-0521-7

Reese, E., Robertson, S.-J., Divers, S., & Schaughency, E. (2015). Does the brown banana have a beak? Preschool children’s phonological awareness as a function of parents’ talk about speech sounds. First Language, 35(1), 54-67. doi: 10.1177/0142723714566336

Salmon, K., & Reese, E. (2015). Talking (or not talking) about the past: The influence of parent–child conversation about negative experiences on children's memories. Applied Cognitive Psychology, 29(6), 791-801. doi: 10.1002/acp.3186

Reese, E., & Neha, T. (2015). Let's kōrero (talk): The practice and functions of reminiscing among mothers and children in Māori families. Memory, 23(1), 99-110. doi: 10.1080/09658211.2014.929705

Artioli, F., Reese, E., & Hayne, H. (2015). Benchmarking the past: Children's early memories and maternal reminiscing as a function of family structure. Journal of Applied Research in Memory & Cognition, 4(2), 136-143. doi: 10.1016/j.jarmac.2015.04.002

Habermas, T., & Reese, E. (2015). Getting a life takes time: The development of the life story in adolescence, its precursors and consequences. Human Development, 58(3), 172-201. doi: 10.1159/000437245

Reese, E., Ballard, E., Taumoepeau, M., Taumoefolau, M., Morton, S. B., Grant, C., Atatoa-Carr, P., … Perese, L. (2015). Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand. First Language, 35(4-5), 407-427. doi: 10.1177/0142723715596099

Taumoepeau, M., & Reese, E. (2014). Understanding the self through siblings: Self-awareness mediates the sibling effect on social understanding. Social Development, 23(1), 1-18. doi: 10.1111/sode.12035

Reese, E., Chen, Y., McAnally, H. M., Myftari, E., Neha, T., Wang, Q., & Jack, F. (2014). Narratives and traits in personality development among New Zealand Māori, Chinese, and European adolescents. Journal of Adolescence, 37(5), 727-737. doi: 10.1016/j.adolescence.2014.02.005

Artioli, F., & Reese, E. (2014). Early memories in young adults from separated and non-separated families. Memory, 22(8), 1082-1102. doi: 10.1080/09658211.2013.868907

Suggate, S., Reese, E., Lenhard, W., & Schneider, W. (2014). The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German. Reading & Writing, 27(8), 1395-1412. doi: 10.1007/s11145-014-9498-z

Morton, S. M. B., Atatoa Carr, P. E., Grant, C. C., Robinson, E. M., Bandara, D. K., Bird, A., Ivory, V. C., … Reese, E., … Wall, C. (2013). Cohort profile: Growing up in New Zealand. International Journal of Epidemiology, 42(1), 65-75. doi: 10.1093/ije/dyr206

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