Childrenʼs expression of causality and their construction of narratives

Kemper, Susan; Edwards, Linda L.

doi:10.1097/00011363-198612000-00004

Cited by 18 publications

(10 citation statements)

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“…It shows that even 4-year-olds regularly use a mentalistic conception of the person by attributing to others mental states, such as thoughts, cognitions, intentions, and desires, which they use to explain people's actions and interactions, even if these mental states are different from one's own. In fact, this age discrepancy has not gone unnoticed and has puzzled several researchers who have tried either to explain it or find ways to minimize it (e.g., Astington, 1990;Benson, 1996Benson, , 1997Kemper, 1984;Kemper & Edwards, 1986;Stein, 1988;Stein & Albro, 1997;Trabasso & Stein, 1994).…”

Section: Age Discrepancy In Character Representation Between Social Cmentioning

confidence: 99%

From Actors to Agents to Persons: The Development of Character Representation in Young Children's Narratives

Nicolopoulou¹,

Richner²

2007

Child Development

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This study addressed a puzzling discrepancy in existing research about when children achieve and manifest a mentalistic conception of the person. Narrative research suggests that children do not represent characters as mental agents until middle childhood, whereas social cognition research places this understanding at around 4 years. Using a theoretically informed typology, 617 stories were analyzed composed by 30 children participating in a storytelling and story-acting practice integrated into their preschool curriculum. Results indicated that children's representation of characters shifted from almost exclusively physical and external portrayals of "actors" at 3 to increasing inclusion of "agents" with rudimentary mental states at 4 and of "persons" with mental representational capacities by 5. The developmental trajectories of boys and girls differed somewhat.

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Section: Age Discrepancy In Character Representation Between Social Cmentioning

confidence: 99%

From Actors to Agents to Persons: The Development of Character Representation in Young Children's Narratives

Nicolopoulou¹,

Richner²

2007

Child Development

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“…Physical causality is expressed Piaget (1956), Donaldson (1986) One concrete/observable factor is presented in the answer Kemper and Edwards (1986) The response reflects clear understanding of the context…”

Section: Use Is Made Of Precise Vocabulary Tops (1984)mentioning

confidence: 99%

“…Use is made of precise vocabulary TOPS (1984) Two or more concrete factors are presented in relation to physical causality between two events Piaget (1956), Donaldson (1986), Kemper and Edwards (1986) One abstract factor in relation to psychological or logical causality may be expressed between: two actions OR an event/agent and an action Piaget (1956), Donaldson (1986), Kemper and Edwards (1986) The answer relates directly to the context presented Van den Broek (1997) The response reflects a clear understanding of the context…”

Section: Use Is Made Of Precise Vocabulary Tops (1984)mentioning

confidence: 99%

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The challenge of cross-cultural assessment—The Test of Ability To Explain for Zulu-speaking Children

Solarsh

Alant

2006

Journal of Communication Disorders

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A culturally appropriate test, The Test of Ability To Explain for Zulu-speaking Children (TATE-ZC), was developed to measure verbal problem solving skills of rural, Zuluspeaking, primary school children. Principles of 'non-biased' assessment, as well as emic (culture specific) and etic (universal) aspects of intelligence formed the theoretical backdrop. In addition, specific principles relating to test translation; test content; culturally appropriate stimulus material; scoring procedures and test administration were applied. Five categories of abstract thinking skills formed the basis of the TATE-ZC. These were: (a) Explaining Inferences, (b) Determining Cause, (c) Negative Why Questions, (d) Determining Solutions and (e) Avoiding Problem. The process of test development underwent three pilot studies. Results indicate that the TATE-ZC is a reliable and valid test for the target population. A critical analysis of the efficacy of creating a test of verbal reasoning for children from the developing world concludes the article.Learning outcomes: As a result of this activity (1) the participant will have a clearer understanding of the principles that need to be followed when developing culturally appropriate test material; (2) the participant will understand the process of developing culturally appropriate test material for non-mainstream cultures; (3) the participant will be able to apply the process and principles to other cross-cultural testing situations.

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“…The production of complex narratives involving coordinate and embedded episodes requires that multiple events and characters be held in memory as the plot is constructed (Kemper & Edwards, 1986). Just as the production of complex sentence coordination and embedding may be limited by working memory (Kemper, 1988;Yngve, 1960), so too complex story structures may be affected by working-memory limitations (Botvin & Sutton-Smith, 1977).…”

mentioning

confidence: 99%