Eliciting and Examining Young Children's Storytelling

Wellhousen, Karyn

doi:10.1080/02568549309594841

Cited by 20 publications

(10 citation statements)

References 4 publications

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“…Problem-based stimuli present a problem than requires a solution and are considered best practice for eliciting a goal-directed narrative focused on resolution of a problem (Shapiro and Hudson, 1991). Picture stimuli are commonly recommended for eliciting narratives from young children (Hughes, McGillivray, and Schmidek, 1997), although there is limited information available about the age or stage where it becomes more discriminating to provide less visual support (Wellhousen, 1993;Spinillo and Pinto, 1994). A generation strategy was chosen in preference to a re-tell strategy for both narratives because it was believed to be a more demanding procedure and therefore more likely to elicit differences between the SLI and NLI groups (Eaton et al, 1999;Pearce, 2003).…”

Section: Methodsmentioning

confidence: 99%

A comparison of oral narratives in children with specific language and non-specific language impairment

Pearce

James

McCormack

2010

Clinical Linguistics & Phonetics

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This research investigated whether children with specific language impairment (SLI) and non-specific language impairment (NLI) could be differentiated by their oral narrative characteristics. Oral narrative samples were collected from 69 children and comparisons were made among four groups of participants. The two language impairment groups (SLI and NLI), aged 4;11-6;03, were matched for age and their linguistics skills. Their oral narratives were compared between these diagnostic groups and with age-matched and language-matched control groups. Measures of narrative structure, cohesion, and information did not significantly differentiate the SLI and NLI groups, suggesting that the influence of their similar linguistic skills on oral narrative measures was stronger than the influence of their differing non-verbal cognition. The SLI group produced significantly more complex and informative oral narratives than the language-matched group, while the NLI group differed from the language-matched group on fewer measures. Interactions among linguistic, cognitive, maturational, and task factors are discussed.

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Section: Methodsmentioning

confidence: 99%

A comparison of oral narratives in children with specific language and non-specific language impairment

Pearce

James

McCormack

2010

Clinical Linguistics & Phonetics

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“…Next the interviewer took the picture out of the child's sight and asked the child to "tell me what happens next." (Studies of children's story-telling by Spinillo &Pinto, 1994, andWellhousen, 1993, have demonstrated that with the absence of picture prompts, children's oral stories tend to be more fluent and reflect a more sophisticated story schema.) Standard prompts were used including "It's a really neat story.…”

Section: Methodsmentioning

confidence: 99%

Same Beginnings, Different Stories: A Comparison of American and Chinese Children's Narratives

2000

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This study examined social, emotional, and cognitive characteristics of American and Chinese children's narratives. Twenty-four American and 26 Chinese 6-year-old children participated. Each child was interviewed individually twice with a 1-week delay interval. During the two interviews, children were asked to tell 11 stories prompted by pictures and standard verbal leads and to recount 7 emotional memories. Content analyses were performed on children's stories and memories. In line with predictions, findings indicated that compared with American children, Chinese children showed greater orientation toward social engagement, greater concern with moral correctness, greater concern with authority, a less autonomous orientation, more expressions of emotions, and more situational details in both their stories and memories. A few gender differences were found. Findings are discussed in terms of different value systems and early socialization practices in these two cultures.

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“…This facilitates narrative borrowing and cross-fertilization between the children, and they use stories as vehicles for seeking or expressing friendship, group affiliation, and prestige (e.g., Nicolopoulou, 1996Nicolopoulou, , 1997bNicolopoulou, , 2002. There is evidence that these conditions lead children to produce narratives that are richer, more ambitious, and more illuminating than when they compose them in isolation from their everyday social contexts and in response to agendas shaped directly by adults (e.g., Nicolopoulou, 1996Nicolopoulou, , 2002Spinillo & Pinto, 1994;Sutton-Smith, 1986, Wellhousen, 1993. Thus, we hypothesized that stories generated through this practice should offer an especially rich body of materials to capture children's conceptions of personhood and to trace their development.…”

Section: Narratives In Social Contextmentioning

confidence: 99%

From Actors to Agents to Persons: The Development of Character Representation in Young Children's Narratives

Nicolopoulou¹,

Richner²

2007

Child Development

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This study addressed a puzzling discrepancy in existing research about when children achieve and manifest a mentalistic conception of the person. Narrative research suggests that children do not represent characters as mental agents until middle childhood, whereas social cognition research places this understanding at around 4 years. Using a theoretically informed typology, 617 stories were analyzed composed by 30 children participating in a storytelling and story-acting practice integrated into their preschool curriculum. Results indicated that children's representation of characters shifted from almost exclusively physical and external portrayals of "actors" at 3 to increasing inclusion of "agents" with rudimentary mental states at 4 and of "persons" with mental representational capacities by 5. The developmental trajectories of boys and girls differed somewhat.

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Eliciting and Examining Young Children's Storytelling

Cited by 20 publications

References 4 publications

A comparison of oral narratives in children with specific language and non-specific language impairment

A comparison of oral narratives in children with specific language and non-specific language impairment

Same Beginnings, Different Stories: A Comparison of American and Chinese Children's Narratives

From Actors to Agents to Persons: The Development of Character Representation in Young Children's Narratives

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