Early development of narrative skills

Sperry, Linda L.; Sperry, Douglas E.

doi:10.1016/s0885-2014(96)90013-1

Cited by 79 publications

(45 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To identify narratives in our deaf children's gestures, we used the criterion that Sperry and Sperry [1996;see also Miller & Sperry, 1988] used to isolate the earliest narratives in hearing children's talk. Sperry and Sperry defined a narrative as containing two topic-centered utterances, one of which includes a verb of displaced action.…”

Section: Example 3: Protonarrativesmentioning

confidence: 99%

“…Example 4: Narratives that meet the Sperry and Sperry [1996] criterion David (age 3;5) Ling (age 4;8)…”

Section: Example 3: Protonarrativesmentioning

confidence: 99%

“…As hearing children engage in narrative activities over time, their stories gain in featural and structural complexity [see Labov & Waletzky, 1967;Miller & Sperry, 1988;Sperry & Sperry, 1996]. The following features add important information to the story.…”

Section: Coding Structural Elaborationmentioning

confidence: 99%

“…contain one related utterance; that is, they had to meet Sperry and Sperry's [1996] criterion for a basic narrative; thus, all of the narratives in this figure, by definition, have an 'x' in the 'basic narrative' row.…”

Section: Do Homesigning Children Produce Narratives?mentioning

confidence: 99%

“…When compared with narratives of hearing children [Miller & Sperry, 1988;Sperry & Sperry, 1996], David's initial narrative activities, at age 3;5, are delayed by about a year. This delay is not surprising given that the deaf children have been found to be behind relative to hearing children in the onset of reference to non-present objects and events in general [See Morford & Goldin-Meadow, 1997].…”

Section: Do Homesigning Children Produce Narratives?mentioning

confidence: 99%

See 4 more Smart Citations

Enacting Stories, Seeing Worlds: Similarities and Differences in the Cross-Cultural Narrative Development of Linguistically Isolated Deaf Children

Deusen-Phillips

Goldin‐Meadow

Miller³

2001

Human Development

View full text Add to dashboard Cite

The stories that children hear not only offer them a model for how to tell stories, but they also serve as a window into their cultural worlds. What would happen if a child were unable to hear what surrounds them? Would such children have any sense that events can be narrated and, if so, would they narrate those events in a culturally appropriate manner? To explore this question, we examined children who did not have access to conventional language – deaf children whose profound hearing deficits prevented them from acquiring the language spoken around them, and whose hearing parents had not yet exposed them to a conventional sign language. We observed 8 deaf children of hearing parents in two cultures, 4 European-American children from either Chicago or Philadelphia, and 4 Taiwanese children from Taipei, all of whom invented gesture systems to communicate. All 8 children used their gestures to recount stories, and those gestured stories were of the same types, and of the same structure, as those told by hearing children. Moreover, the deaf children seemed to produce culturally specific narrations despite their lack of a verbal language model, suggesting that these particular messages are so central to the culture as to be instantiated in nonverbal as well as verbal practices.

show abstract

Section: Example 3: Protonarrativesmentioning

confidence: 99%

“…Example 4: Narratives that meet the Sperry and Sperry [1996] criterion David (age 3;5) Ling (age 4;8)…”

Section: Example 3: Protonarrativesmentioning

confidence: 99%