Comparison of Personal Versus Fictional Narratives of Children With Language Impairment

McCabe, Allyssa; Bliss, Lynn S.; Barra, G.E. Leon de la; Bennett, MariBeth

doi:10.1044/1058-0360(2008/019)

Cited by 102 publications

(76 citation statements)

References 50 publications

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“…Storytelling is an effective tool for creating a memorable and creative learning space where children can develop cognitive skills (e.g., structured oral summaries, listening, and verbal aptitude), while also bolstering social-emotional abilities (e.g., perspective-taking, mental state inference). Narrative recall, for example, prompts children to logically reconstruct a series of events, while explaining behavior and attributing mental and emotional states to story characters (Capps et al, 2000;John et al, 2003;McCabe et al, 2008). As this is a novel research direction, several questions can be posed.…”

Section: Introductionmentioning

confidence: 99%

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

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Role-play scenarios have been considered a successful learning space for children to develop their social and emotional abilities. In this paper, we investigate whether socially assistive robots in role-playing settings are as effective with small groups of children as they are with a single child and whether individual factors such as gender, grade level (first vs. second), perception of the robots (peer vs. adult), and empathy level (low vs. high) play a role in these two interaction contexts. We conducted a three-week repeated exposure experiment where 40 children interacted with socially assistive robotic characters that acted out interactive stories around words that contribute to expanding children's emotional vocabulary. Our results showed that although participants who interacted alone with the robots recalled the stories better than participants in the group condition, no significant differences were found in children's emotional interpretation of the narratives. With regard to individual differences, we found that a single child setting appeared more appropriate to first graders than a group setting, empathy level is an important predictor for emotional understanding of the narratives, and children's performance varies depending on their perception of the robots (peer vs. adult) in the two conditions.

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Section: Introductionmentioning

confidence: 99%

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

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“…Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in people's lives: people ask each other about their days, make conversation about facts that occurred in their lives, and create fi ctional stories to entertain other people (McCabe, Bliss, Barra, & Bennett, 2008;Stein, 1982). In educational settings, the behavioral repertoires of creating and reproducing stories orally or in writing are also constantly recruited.…”

mentioning

confidence: 99%

Effects of picture prompts on story retelling performance in typically developing children

Sella

Bandini²,

Bandini³

et al. 2015

Psicol. Reflex. Crit.

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Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 fi rst graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a signifi cant change in performance. Keywords: Story retelling, children, pictures, visual prompts. ResumoContar e recontar histórias e fatos são repertórios comportamentais constantemente necessários em situações sociais, sejam estas escolares, familiares, ou de lazer. Este estudo buscou avaliar sistematicamente se 11 alunos de primeira série (idades entre seis e sete anos) teriam melhor desempenho em tarefas de recontagem de histórias quando dicas visuais eram apresentadas. As variáveis dependentes foram (a) número de categorias de história inseridas nas tarefas de recontagem e (b) número de palavras recontadas por história. A variável independente foi a apresentação de dicas visuais (fi guras) nas tarefas de recontagem. Os resultados indicaram que dicas visuais não resultaram em melhora de desempenho quando o número de categorias de história foi analisado. Também foi verifi cado que não houve aumento consistente no número de palavras recontadas quando as fi guras foram apresentadas. Estudos futuros devem investigar se a reexposição a histórias resultaria em uma mudança signifi cativa no desempenho. Palavras-chave: Recontagem de história, crianças, fi guras, dicas visuais.

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“…The attention to fictional narratives may stem from the fact that such narratives can be elicited in a standard fashion using pictures and storybooks. However, the focus on fictional narratives neglects the finding that children typically tell personal narratives before fictional ones (McCabe et al 2008). Longitudinal studies are needed to confirm that children with DS are indeed following a similar developmental trajectory; their resemblance to younger MA matches and evidence from the current review suggest that they are.…”

Section: Gaps In the Literature And Future Directionsmentioning

confidence: 42%

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

Segal

Pesco

2015

J Dev Phys Disabil

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Given the role that narratives play in organizing experience, as well as their contribution to social interaction and literacy development, children's narrative skills have received considerable research attention. This paper provides a comprehensive review and thematic analysis of 30 studies conducted over the last three decades on the narrative skills of children and adolescents with Down syndrome. Themes include the global structure of their narratives, narrative comprehension, and use of vocabulary and grammar. The review demonstrates that youth with Down syndrome have basic narrative skills, generally consistent with individuals of the same mental age or language ability, suggesting a delayed rather than an atypical pattern of development. The narrative profile emerging from the review indicates several ways narratives may be facilitated in children and adolescents with Down syndrome. These include a greater focus on personal narratives accompanied by the use of visual supports. The review revealed very few intervention studies, suggesting an important direction for future research.Oral narratives have often been described as a primary and universal way that people organize and make sense of their experience (Polkinghorne 1988; Wells 1986). Indeed, narratives or 'stories' of past, future, or imagined events are ubiquitous in our daily lives; they are present in conversations, ceremonies, books, television, and play, ranging from early pretend to video games. Thus, the ability to understand and tell stories has an important role in social and communicative functioning. Moreover, given that stories are often read aloud by educators in early childhood settings and expected to J Dev Phys Disabil

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Comparison of Personal Versus Fictional Narratives of Children With Language Impairment

Abstract: Clinicians may want to consider functional aspects of personal narratives.

Cited by 102 publications

References 50 publications

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Effects of picture prompts on story retelling performance in typically developing children

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

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