The development of global coherence in life narratives across adolescence: Temporal, causal, and thematic aspects.

Habermas, Tilmann; Silveira, Cybèle de

doi:10.1037/0012-1649.44.3.707

Cited by 344 publications

(383 citation statements)

References 79 publications

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“…Recent work is beginning to elucidate this process. Habermas & de Silveira (2008) asked participants from age 8 through 20 to narrate seven personally significant events and then to place them on a personal timeline. Although the 8-year-olds were above chance on this task, it was not until age 12 that children began to link single events together causally, and the causal and biographical reasoning used increased in complexity and coherence across age (for similar findings, see Bauer et al 2007a).…”

Section: Constructing a Personal Timelinementioning

confidence: 99%

The Development of Autobiographical Memory

Fıvush

2011

Annu. Rev. Psychol.

521

430

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Autobiographical memory is a uniquely human system that integrates memories of past experiences into an overarching life narrative. In this review, I extend social-cultural models of autobiographical memory development and present theory and research that demonstrates that (a) autobiographical memory is a gradually developing system across childhood and adolescence that depends on the development of a sense of subjective self as continuous in time; (b) autobiographical memory develops within specific social and cultural contexts that relate to individual, gendered, and cultural differences in adults' autobiographical memories, and, more specifically, (c) mothers who reminisce with their young children in elaborated and evaluative ways have children who develop more detailed, coherent, and evaluative autobiographical memories.

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Section: Constructing a Personal Timelinementioning

confidence: 99%

The Development of Autobiographical Memory

Fıvush

2011

Annu. Rev. Psychol.

521

430

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“…Habermas and de Silveira (2008) asked students, age 8-20, to pinpoint important events in their lives and speak about them. The resulting monologues were measured for indicators of causal coherence by coding for causally related propositions about extended events or personality and for biographical arguments (e.g.…”

mentioning

confidence: 99%

Abstracting and extracting: Causal coherence and the development of the life story

Grysman

2010

Memory

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This study compared episodic memories of emerging adults (age 18-22) and early adolescents (age 13-15) for life story events and other memories, in an attempt to distinguish characteristics of the life story. Participants were also asked to describe the connection between the stories told. Stories were analyzed for three measures of causal coherence: 1) meaning making, 2) narrative complexity, and 3) the use of causal terms; and one measure of thematic coherence. Results show an impact of age in three measures (meaning making, narrative complexity, and thematic coherence) and of story type (life story vs. non-life story) in all measures. Effects of age show that young adults' narratives showed more evidence of self-related abstract thinking and the ability to see multiple dimensions. Effects of story type indicated that turning point narratives and event connections narratives contained more self-related lessons and insights, displayed greater recognition of complexity, and employed more causal terms. Descriptions of peak experiences and low points did not differ significantly from other episodic memories on iii these measures of coherence. As well, connections between narratives were more abstract and self-related in the older group and in the life story condition. Findings show that two important narrative characteristics, narrative complexity and reference to self-related lessons and insights develop in adolescence, and are more prevalent in turning point narratives.iv Acknowledgement

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“…The importance of identity in this developmental stage has to do both with social demands, which prompt and prod young people to "discover" who they are, and changing neurobiology, which gives rise to new capacities for abstract thought. Cognitive developments in emerging adulthood have important implications for critical and reflective thinking capacities, including those that are required for deriving meaning of one's experiences and constructing a mature identity that bridges together the remembered past and imagined future self into an integrated and coherent experience of the self (Habermas & Bluck, 2000;Habermas & deSilveira, 2008).…”

Section: Identity Development: a Narrative Approachmentioning

confidence: 99%

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

Cairney¹,

Breen

2017

cjsotl-rcacea

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Experiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning. On a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contexte de l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaient développé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement actif dans la recherche de la signification ont constitué des éléments essentiels dans l’apprentissage des étudiants. Nous discutons les implications qu’il y aurait à incorporer les récits descriptifs dans l’enseignement et l’apprentissage.

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The development of global coherence in life narratives across adolescence: Temporal, causal, and thematic aspects.

Cited by 344 publications

References 79 publications

The Development of Autobiographical Memory

The Development of Autobiographical Memory

Abstracting and extracting: Causal coherence and the development of the life story

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

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