Individual differences in narrative production in late childhood: Associations with age and fiction reading experience

Hamilton, Lorna; O’Halloran, Isabelle; Cutting, Nicola

doi:10.1177/0142723720946553

Cited by 6 publications

(5 citation statements)

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“…Although day-to-day exposure to such utterances is grounded in social interaction and conversation, we note again the utility of books not only for providing situations that naturally invite such conversational exchange, but also for providing greater exposure to the rich linguistic forms themselves. Dyer et al (2000) concluded that the text of books for 3- to 6-year-olds is laden with mental-state language: emotional, cognitive, and evaluative content words used in complex sentences with verbs such as “feel,” “think,” “want,” and “know.” Over time, this rich input provides opportunity to build and communicate knowledge about the psychological world; 9- to 12-year-olds who use more mental-state terms in their own narratives have stronger language skills (Hamilton et al, 2021), and they also read more fiction. These findings complement the various associations between fiction reading, emotion processing, empathy and theory-of-mind processing reported in the adult literature (e.g., Oatley, 2016; Schwering et al, 2021).…”

Section: Beyond Language and Literacymentioning

confidence: 99%

Book Language and Its Implications for Children’s Language, Literacy, and Development

Nation

Dawson

Hsiao

2022

Curr Dir Psychol Sci

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The onset of literacy marks a significant change in children’s development. Written language is more complex than everyday conversation, and even books targeted at preschoolers contain more varied words and more complex syntax than child-directed speech does. We review the nature and content of children’s book language, focusing on recent large-scale corpus analyses that systematically compared written and spoken language. We argue that exposure to book language provides opportunities for learning words and syntactic constructions that are only rarely encountered in speech and that, in turn, this rich experience drives further developments in language and literacy. Moreover, we speculate that the range, variety, depth, and sophistication of book language provide key input that promotes children’s social and emotional development. Becoming literate changes things, and researchers need to better understand how and why reading experience shapes people’s minds and becomes associated with a range of skills and abilities across the life span.

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Section: Beyond Language and Literacymentioning

confidence: 99%

Book Language and Its Implications for Children’s Language, Literacy, and Development

Nation

Dawson

Hsiao

2022

Curr Dir Psychol Sci

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“…The Why (sub-)components were not significantly correlated with the children's IQ scores in our sample. Previous research has found that incorporation of these elements (explanatory and interpretative clauses about character motivations and causality) within narrative retellings is related to children's age and sociocognitive development in later childhood (Genereux and McKeough, 2007;Nicolopoulou and Richner, 2007;Colletta et al, 2010;Pavias et al, 2016;Hamilton et al, 2020). In order to talk about the whys of the story presented to them, children are required to both comprehend and infer a number of implicit story details and then construe them mentally and linguistically to make them accessible to their narrative audience.…”

Section: Discussionmentioning

confidence: 99%

“…When constructing a story, young children struggle to effectively incorporate important details about the who, what, where, when, why, and how of a story . The reason for this appears to be manifold: It may be due to limited event knowledge or understanding of causal and temporal relations and still-developing linguistic (i.e., grammatical and lexical) skills (Colletta et al, 2010;Hamilton et al, 2020). In this respect, the ability to express temporal and causal sequencing in a more differentiated way depends on the complexity of linguistic means available to the speaker (Veneziano and Nicolopoulou, 2019).…”

Section: Narrative Developmentmentioning

confidence: 99%

“…In this respect, the ability to express temporal and causal sequencing in a more differentiated way depends on the complexity of linguistic means available to the speaker (Veneziano and Nicolopoulou, 2019). The reasons for children's struggle with incorporating important details can also be related to limited discursive and sociocognitive skills which enable them to effectively orient their listener and adjust the narrative to their informational needs Genereux and McKeough, 2007;Colletta et al, 2010;Melzi et al, 2011;Pavias et al, 2016;Dore et al, 2018;Hamilton et al, 2020).…”

Section: Narrative Developmentmentioning

confidence: 99%

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Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

et al. 2020

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Previous studies have found that narrative input conveyed through different media influences the structure and content of children's narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study's main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children's retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children's narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4-5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children's development, education, and interaction with and within today's digital world are discussed.

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“…In addition to the greater importance of the script and content material in our theater performances, the actor's basic skills and on-stage play are the soul of a theater performance, and the actor's play often plays a vital role in the effectiveness of the performance. Actors must use unique narrative language and scenarios to express the emotions and personalities of different characters, making the performance more vivid and dynamic (Hamilton et al, 2021). In addition, traditional Chinese theater performances require actors to control their facial expressions flexibly, and actors must convey the character qualities and mood states expressed by the characters through different faces and facial expressions (Mack, 2021).…”

Section: Introductionmentioning

confidence: 99%

Internet of Things and Cloud Computing Integration of Opera Elements into Vocal Singing Teaching Practice Exploration

2023

ICST Transactions on Scalable Information Systems

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INTRODUCTION: With the rapid development of computer technology, the application of the Internet of Things and cloud computing technology is becoming more and more common. However, there is no more computer technology integration in integrating opera elements into vocal singing teaching. Therefore, compared with other industries, the development of verbal singing teaching could be faster and adapt to the current era of the Internet of Things and cloud computing. Thus studies the exploration of the practice of integrating opera elements into vocal singing teaching based on the Internet of Things and cloud computing. OBJECTIVES: To improve the level of China's Internet of Things and cloud computing technology-based opera elements into vocal singing teaching practice; to solve the current problem of China's traditional culture not being integrated into verbal singing teaching; to promote the development of China's opera industry, the modernization of oral singing teaching, and to enhance the relevance of the Internet and economic development. METHODS: In the study, firstly, the Internet of Things (IoT) and cloud computing technology are used for the establishment of the evaluation model; secondly, the feasibility of integrating opera elements into vocal singing teaching is analyzed through theoretical discussions; lastly, through the analysis of the model of the Internet of Things (IoT) and cloud computing, the feasibility of integrating opera elements into vocal singing teaching is illustrated by the analysis of the model of the Internet of Things (IoT) and cloud computing, and how the Internet of Things and cloud computing can assist opera elements to be integrated into vocal singing teaching. RESULTS: Using the Internet of Things and cloud computing technology to enrich the vocal singing teaching model from multiple perspectives can better enhance the integration of opera elements into verbal singing teaching. Internet of Things and cloud computing technology play an auxiliary role in the integration of opera elements into vocal singing teaching; the study of the additional mechanism reveals that the effect of the integration of opera elements into verbal singing teaching can be improved through the improvement of the means of the auxiliary function. CONCLUSION: As a representative of Chinese culture, the integration of opera elements into vocal singing teaching practice is of great significance, and the Internet of Things and cloud computing technology play an essential role in helping the integration of opera elements into vocal singing teaching practice.

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Individual differences in narrative production in late childhood: Associations with age and fiction reading experience

Cited by 6 publications

References 63 publications

Book Language and Its Implications for Children’s Language, Literacy, and Development

Book Language and Its Implications for Children’s Language, Literacy, and Development

Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

Internet of Things and Cloud Computing Integration of Opera Elements into Vocal Singing Teaching Practice Exploration

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