What makes a good story? The naïve rater's perception

Christensen, Stephanie Cotton; Wright, Heather Harris; Ross, Katherine; Katz, Richard C.; Capilouto, Gilson J.

doi:10.1080/02687030802642010

Cited by 3 publications

(10 citation statements)

References 20 publications

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“…The purpose of the study is twofold: (a) to determine the impact of language variation and narrative type on adult rating of the quality of Black children's narrative language and (b) to identify ideologies related to narration and language variation that underlie adult rating of Black children's narrative language or may not be reflected therein. Our working hypothesis was that adult rating would vary based on the following: language variation of narrator, narrative type (Christensen et al, 2009), and rater characteristics (Blake & Cutler, 2003). We also expected qualitative data to align with quantitative findings.…”

Section: The Current Studymentioning

confidence: 94%

“…Assessments of narratives that allow adult participants to listen to and rate the quality of children's narratives provide a shift toward culturally-fair assessment because such methods elicit and take seriously the perspectives of people who are not researchers. Evaluating narrative language through listener judgment has been undertaken in the literature on healthy adults (Christensen et al, 2009) and in the literature on children with language impairment (Newman & McGregor, 2006). For example, Christensen et al (2009) asked 12 college students to rate two narratives produced by thirteen 18-to 74-year-old adults: a narrative elicited from a wordless picture and a narrative elicited from a picture sequence.…”

Section: Perceptions Of Narrative Languagementioning

confidence: 99%

“…Evaluating narrative language through listener judgment has been undertaken in the literature on healthy adults (Christensen et al, 2009) and in the literature on children with language impairment (Newman & McGregor, 2006). For example, Christensen et al (2009) asked 12 college students to rate two narratives produced by thirteen 18-to 74-year-old adults: a narrative elicited from a wordless picture and a narrative elicited from a picture sequence. Adult rating was correlated with traditional measures of narrative language, such as number of utterances, number of ideas expressed, and number of main events.…”

Section: Perceptions Of Narrative Languagementioning

confidence: 99%

“…The second advance is that raters listened to two different types of narrative per child. This design is important because (a) repeated measures increase power to detect statistically significant differences and (b) prior research indicated that the visual stimuli used to elicit narratives (e.g., wordless book vs. five-picture sequence) influenced how narratives were rated (Christensen et al, 2009). Hence, raters listened to two narratives elicited under differing visual conditions (no visual = personal narrative, visual = five-picture sequence narrative).…”

Section: The Current Studymentioning

confidence: 99%

“…Participants rated the level of influence on a Likert scale from 1 = no influence to 5 = strong influence. This survey has been used in prior studies examining listener perceptions of narrative language and is displayed in Appendix C (Christensen et al, 2009;Newman & McGregor, 2006).…”

Section: Surveymentioning

confidence: 99%

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Perceptions of Black Children's Narrative Language: A Mixed-Methods Study

Mills

Moore

Chang

et al. 2021

LSHSS

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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.

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Section: The Current Studymentioning

confidence: 94%

Section: Perceptions Of Narrative Languagementioning

confidence: 99%

Section: Perceptions Of Narrative Languagementioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: Surveymentioning

confidence: 99%

See 3 more Smart Citations

Perceptions of Black Children's Narrative Language: A Mixed-Methods Study

Mills

Moore

Chang

et al. 2021

LSHSS

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The Relationship Between Executive Functioning and Narrative Language Abilities in Aphasia

Dutta,

Murray,

Stark

2024

Am J Speech Lang Pathol

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Purpose: Although individuals with aphasia commonly exhibit challenges in executive functioning (EF) and spoken discourse, there is limited research exploring connections between these abilities within this specific population. Therefore, this study investigated the relationship between verbal and nonverbal EF and narrative productions in aphasia using a multilevel linguistic approach. Method: Participants included 22 persons with aphasia (PWA) and 24 age- and education-matched, neurologically healthy controls (NHC). All participants completed assessments for EF and a story retelling task. Narrative samples were analyzed for microlinguistic (productivity, lexical and syntactic features, semantic content, word and sentence errors) and macrolinguistic (coherence, informational content, organization, and language use) characteristics. Correlational analyses were employed to explore the relationships among narrative variables. EF factors, extracted from principal component analysis, were used as predictive variables in hierarchical stepwise regression analyses to evaluate their role in predicting narrative performances of PWA and NHC. Results: Relative to NHC, PWA exhibited impaired narrative performance affecting both microlinguistic and macrolinguistic levels. Breakdowns at the structural level (i.e., reduced productivity, syntax, lexical retrieval, and diversity) correlated with impaired story completeness, organization, and connectedness; this relationship was more prominent for PWA. Three EF factors representing (1) verbal EF, (2) verbal and nonverbal fluency, and (3) nonverbal EF were extracted. Factors 1 and 2 largely predicted narrative performance, whereas Factor 3 (i.e., nonverbal EF) contributed prominently to predicting macrolinguistic discourse performance in both groups although accounting for less variance in the data. Overall, lower EF scores, particularly verbal EF variables, predicted poor narrative performance in both groups. Conclusions: Our results indicate that both linguistic and extralinguistic cognitive abilities play a role in story retelling performances among PWA. Notably, both verbal and nonverbal EF skills were found to be correlated with narrative abilities. However, the extent of their contributions varied depending on the discourse levels assessed. These findings provide a significant contribution to our understanding of the cognitive factors associated with breakdowns in discourse among PWA and highlight the importance of comprehensive assessment of EF and discourse within this population. Supplemental Material: https://doi.org/10.23641/asha.26485627

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The relationship between trained ratings and untrained listeners’ judgments of global coherence in extended monologues

et al. 2019

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Background: Global coherence rating scales have been used by a number of researchers to examine spoken discourse in populations with and without acquired neurogenic communication disorders. The 4-point global coherence (GC) scale in the current study has demonstrated reliability and convergent validity. However, we have not yet established how a global coherence rating corresponds to functional communication. Aims:The current study explores the clinical meaningfulness of the 4-point GC rating scale. Survey questions and ratings were developed to examine discourse quality and functional coherence as perceived by untrained listeners. Ratings by untrained listeners were compared to trained discourse ratings using the established 4-point GC scale.Methods: Twelve discourse samples, scored by a trained rater, were selected for the current study from a previously collected set of discourse transcripts. Transcripts were extended monologues in response to one of four possible open-ended questions that were re-recorded by the trained rater to remove any distracting features of the original recordings, such as articulatory errors. Twenty-four untrained listeners rated the discourse samples using a short questionnaire that included questions for each sample about: topic maintenance, inclusion of unnecessary information, and the listener level of interest and attention. Questions for untrained listeners were based on operational definitions of global coherence and discourse quality respectively. These untrained ratings were compared to trained ratings of global coherence. Outcome measures were compared using nonparametric tests and a Spearman Rank Order test was also used to examine relationships among variables.Outcomes and Results: Untrained listeners' ratings for topic maintenance and inclusion of unnecessary information were significantly different between trained low, medium, and high global coherence ratings. Topic maintenance and inclusion of unnecessary information were also

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What makes a good story? The naïve rater's perception

Cited by 3 publications

References 20 publications

Perceptions of Black Children's Narrative Language: A Mixed-Methods Study

Perceptions of Black Children's Narrative Language: A Mixed-Methods Study

The Relationship Between Executive Functioning and Narrative Language Abilities in Aphasia

The relationship between trained ratings and untrained listeners’ judgments of global coherence in extended monologues

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