NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
The Emergence of the Ability to Track a Character's Mental Perspective in Narrative
Peer reviewed Peer reviewed
Direct linkDirect link
O'Neill, Daniela K.; Shultis, Rebecca M. – Developmental Psychology, 2007
In comprehending stories, adults create mental models from which they follow the actions of the characters from the characters' different mental vantage points. Using a novel methodology, this study is the first to examine when children attain the narrative ability to track the mental perspective of characters. That is, when do children follow…
Descriptors: Literary Devices, Story Grammar, Narration, Comprehension
Children's Sensitivity to Topical Discontinuity in Judging Story Adequacy.
Peer reviewed Peer reviewed
Ackerman, Brian P.; And Others – Developmental Psychology, 1990
When 54 second graders, 54 fifth graders, and 54 college students listened to stories that varied in extent of discontinuity, even the second graders showed an ability to detect discontinuity. Sensitivity varied with extent and location of discontinuity, and with variations in instructions and titles of stories. Verbal reports may underestimate…
Descriptors: Cognitive Development, Elementary School Students, Grade 2, Grade 5
Structural Parallels between Pretend Play and Narratives.
Peer reviewed Peer reviewed
Eckler, Judith A.; Weininger, Otto – Developmental Psychology, 1989
Used story grammar to analyze pretend play productions of 46 children of 4-8 years. Results showed structural parallels between pretend play and stories for 76 percent of subjects. Older subjects' play was episodic and younger subjects' was preepisodic. (RJC)
Descriptors: Age Differences, Child Development, Discourse Analysis, Narration
Tell Me a Make-Believe Story: Coherence and Cohension in Young Children's Picture-Elicited Narratives.
Peer reviewed Peer reviewed
Shapiro, Lauren R.; Hudson, Judith A. – Developmental Psychology, 1991
After viewing sequences of pictures that depicted a problem, children produced stories with plots and character responses. After sequences of uneventful pictures, children produced stories that focused on actions and used simple connectives. First graders' stories contained more goals, complex language, and temporal connectives than did those of…
Descriptors: Characterization, Cognitive Development, Coherence, Conjunctions