Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Children | 1 |
| Cognitive Processes | 1 |
| Correlation | 1 |
| Drama | 1 |
| Epistemology | 1 |
| Imagination | 1 |
| Language Acquisition | 1 |
| Learning Theories | 1 |
| Listening Comprehension | 1 |
| Models | 1 |
| More ▼ | |
Source
| Research in Drama Education | 1 |
Author
| Mages, Wendy K. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMages, Wendy K. – Research in Drama Education, 2006
This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…
Descriptors: Epistemology, Language Acquisition, Listening Comprehension, Imagination
