The influence of television stories on narrative abilities in children

Abstract

This research explores the narrative abilities demonstrated by children aged between 8 and 12 in the production of television stories. The results reveal that not all television stories viewed by children foster the informal education process. One type of story, termed narrativizing, enables children to produce coherent stories which clearly articulate the causal, temporal and motivational relations, as well as the means-end structures, the proximal relations of the intrigue and the distal relations of the plot. Other television stories, denarrativizing stories, tend to induce disarrangements and incoherence at all structural levels of the stories produced by children. This in turn hampers the development of their narrative abilities, which are necessary to the correct development of narrative thought. These results indicate the need to exercise social control over this latter type of fictional television narrative, to which children are exposed throughout their development within the framework of informal education.

Habilidad narrativa e identificación de valores y contravalores en dibujos animados por alumnado de Educación Primaria

“…Moreover, in comparing both structures against one another (non-narrative vs narrative) in regard to the differential between the score obtained and the score expected (percentage of students with positive or negative residual), it is ob-served that in narrative skill index and identification of values, most students who view the non-narrative structure obtain lower scores than they should (the percentage of students with a negative residual is greater in the non-narrative structure as opposed to the narrative) and vice-versa, higher scores than they should when viewing the narrative structure (the percentage of students with a positive residual is greater in the narrative structure as opposed to the non-narrative). If the formal characteristics inherent to both structures are taken into consideration (Bermejo, 2005;del Río, Álvarez & del Río, 2004), these results converge and confirm findings from other works of research that conclude that the episodes characterised by narrative structures favour development of students' narrative skills (Bermejo et al, 2018), as well as the identification of values and countervalues (Oregui, 2017), as opposed to others characterised by non-narrative structures.…”

“…The stories produced by students referring to Doraemon are more extensive and detailed, while those referring to Code Lyoko are almost exclusively focused on explaining action sequences (which are also the most violent). The purpose, the motives and the consequences of the actions are not specified (Bermejo et al, 2018). In concordance with the content analysis conducted anales de psicología / annals of psychology, 2019, vol.…”

“…The narrative skill index includes the average of six components (Bermejo et al, 2018): 1) mention of sequences (11 sequences in total in each episode and each one rated with 0 points, if not mentioned, and with 1 point, if mentioned partially or totally), 2) mention of the introduction (sequence average 1 to 5 in the non-narrative episode and 1 in the narrative type), the conflict (sequence 6 in the non-narrative episode and average of 2 to 4 in the narrative one), the resolution (sequence average 7 to 9 in the non-narrative episode and 5 to 9 in the narrative one) and the conclusion (sequence average 10 and 11 for both kinds of episodes), 3) mention of semantic nuclei of the means-ends (11 semantic nuclei in total for each episode, each one rated with 0 points, if not mentioned, and with 1 point, if mentioned partially or totally), 4) use of segments or propositions (total number of segments counted), 5) use of causal connectors (total number of causal connectors counted) and 6) use of temporal connectors (total number of temporal connectors counted). The Cronbach Alpha from the reliability analysis is acceptable, with a coefficient of α = .77.…”

“…A quasi-experimental research work, conducted over several phases, considering the type of structure of the cartoons in relation to the narrative skills and perception of values/countervalues by Primary Education students (Aierbe & Oregui, 2016;Bermejo, Aierbe, Oregui & Bartau, 2018;Oregui, 2017) revealed interesting results. The initial phase, analysis of value/countervalue content, from Rokeach's (1973) framework, showed that the 86 episodes of Code Lyoko (non-narrative structure) and Doraemon (narrative structure) provided a wide range of ethical and skill values, especially life values, while aesthetic and transcendental values are scarcely represented (Aierbe & Oregui, 2016).…”

The critical dialogical method in Educommunication to develop narrative thinking

“…Se calcula tanto el Nivel Estructural de sus tres estructuras (OS+OC+NS), como la Densidad Cognitiva que contiene el número de Conectores Temporales (CT), Conectores Causales (CC) y número de Segmentos evocados por el niño en su narración (SEGMENT). La fundamentación teórica, formulación metodológica y empírica de este índice COM y sus componentes, se ha articulado en investigaciones anteriores (Bermejo et al, 2018;Oregui et al, 2019). El siguiente relato evocado por Ana (8;4 años) en el pretest del episodio «El Oso atrapado» de David el Gnomo ilustra el cálculo del índice COM: La Figura 1 muestra la influencia del tipo de relato.…”