Adolescent Summaries of Narrative and Expository Discourse: Differences and Predictors

Abstract

https://doi.org/10.23641/asha.6167879.

Expository Discourse Production in School-Age Children across Two Scaffolded Tasks

“…Tasks from two broad categories are generally used to study expository discourse production: (1) generation tasks—in which children produce an expository sample on a given topic without first hearing a model and (2) retell/summarization tasks—in which children are presented with an expository model and then are asked to retell or summarize the information. Lundine and colleagues 8 proposed that, in fact, retell and summarization tasks should be considered separately, due to the presumed increased cognitive demand of summarizing (e.g., participant-generated organization of information, incorporation of new facts with prior knowledge) versus retelling (e.g., imitation of the structure/organization of the expository model, restating given information).…”

“…In some studies, participants are shown a video or lecture related to an academic topic and are then asked to retell or summarize the lecture. 6 8 12 Personal conflict resolution (PCR) tasks have also been used, in which scenarios are presented that contain a conflict between characters. The child is asked to summarize and interpret the conflict and then provide logical solutions.…”

“…For example, Scott and Windsor 6 found that expository samples contained greater syntactic complexity than narrative samples in a group of 7- to 12-year-olds with typical language development. However, Lundine and colleagues 8 found that older students (13- to 18-year-olds) produced longer utterances for cause/effect expository summaries, followed by narrative summaries, and then compare/contrast expository summaries. In terms of clausal density (CD), though, they found that narrative summaries were most syntactically complex, followed by the two types of expository summaries.…”

Summarizing Two Expository Discourses of Compare-Contrast and Cause-Effect in Second, Fourth and Sixth Graders

“…요약하기는 다시 말하기(retelling) 이상 의 능력을 필요로 한다. 다시 말하기 과제는 들은 내용의 구조를 단 기기억과 장기기억 속에 가능한 잘 저장했다가 인출하는 것이라면 (Lundine et al, 2018), 요약하기는 텍스트에 대한 표상을 구축해야 하는 좀 더 높은 수준의 인지처리과정을 거쳐야 한다 (Westby et al, 2010 (Graesser & Li, 2013). 특 히, 정보전달을 목적으로 하는 설명담화에서는 이러한 결속표지를 적절하게 사용하여 글의 구조가 잘 드러나도록 표현해야 한다 (Yoon, 2008 (Westby et al, 2010).…”

“…설명담화를 이해하고 표현하는 과정은 복잡하고 높은 수준의 인지처리과정을 거쳐야 한다 (Lundine et al, 2018;Westby, Culatta, Lawrence, & Hall-Kenyon, 2010 (Ray & Meyer, 2011). 설명담화 구조에 대한 인식이란 설명담 화가 어떻게 논리적으로 조직되었는지를 아는 것이다 (Meyer & Rice, 1982).…”