Young children's use of causal connections during storytelling : The role of context and individual differences in attention.

Brown, Danielle D.

doi:10.18297/etd/166

Cited by 3 publications

(3 citation statements)

References 87 publications

(233 reference statements)

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“…Because understanding and producing causal relations is closely related to the general capacity to create coherent discourse (Trabasso 1994;Brown 2007Brown , 2008, we wanted to explore how children of different ages (10-years vs. 12 years) use different linguistic elements to establish relations between cause and effect in their narrative production. In doing so, we were not only interested in age differences, but also in differences in the modality in which the story is created.…”

Section: Discussionmentioning

confidence: 99%

Causality in Children’s Oral and Written Narrative Retelling

Botica

Kraljević

2022

Raspr. Inst. hrvat. jez. jezikosl. (Online)

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One of the main prerequisites for understanding and producing coherent oral discourse or written text is successful understanding and production of causal relations. During both production, children have at their disposal a wide range of linguistic modes to mark it, some of which are more explicit and others more implicit. In this study, retelling was used as a method to elicit narratives that served as a tool for analysing causal relations. Retelling enables exploring the linguistic reformulation of the syntactic structures of a previously stored story and the analysis of the overlap between thelanguage content which child is exposed to (language input) and the language that child produces (language output). Two groups of children, aged 10 (N = 23) and 12 (N = 30), were exposed to the story at two time points; in the first they had to retell it orally and in the second they had to write it. The conducted analyses showed that 12-years old children produced in total more causal relations than 10-year-old in written modality only. This difference is explained by the greater writing competence of 12-year-old children in the production of more complex syntactic structures. Furthermore, both groups of children in both modalities dominantly used the same causal markers that are primarily grammatical. All these findings point to the children’s ability to reformulate causal relations regardless of the language content to which they were previously exposed.

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Section: Discussionmentioning

confidence: 99%

Causality in Children’s Oral and Written Narrative Retelling

Botica

Kraljević

2022

Raspr. Inst. hrvat. jez. jezikosl. (Online)

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“…The order of appearance of single SG elements and their combinations follows a developmental pattern. Preschool children aged 4 prefer to focus on concrete actions realized as Attempts rather than on a character's Goal, yet this might depend on the pictorial stimuli, i.e., the realization of the character's Goal depends on the extent of the Goal's accessibility during the narrative (Brown, 2007;. Inclusion of Goals and IS, which express characters' intentions and the narrator's evaluation of the events, is developing later and rarely appears before the age of 8 (Khan et al, 2016;Shapiro & Hudson, 1991;Trabasso & Nickels, 1992).…”

Section: Story Grammar and The Development Of The Narrative Macrostru...mentioning

confidence: 99%

How oral texts are organized in monolingual and heritage Russian

Gagarina

Fichman

Galkina

et al. 2021

Trends in Language Acquisition Research

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The present study compares narrative macrostructure, measured as Story Structure (SS) and Story Complexity (SC), in bilinguals speaking Russian as their home/heritage language (L1) and exposed to different societal languages (L2), while focusing on the effects of different L2s, bilingualism, and episodic struc-ture. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was used to elicit narratives in L1/Russian from 162 L2 Finnish, German, Hebrew, Norwegian, or Swedish bilinguals (4and 6-year-olds) and 21 monolingual Russian children (4-year-olds). Age-matched bilinguals showed similarity in SS (except for children speaking L2 German or Hebrew) and SC. Monolinguals (age range 50-59 months) outperformed younger bilinguals (age range 48-59 months) in SS and SC but performed similarly to older bilinguals (age range 66-83 months). Fine-grained analysis revealed that a well-formed episode might include an Attempt-Outcome sequence combined with Internal States (and not only Goal-Attempt-Outcome) and that children are sensitive to events depicted in each episode. The findings show some evidence for the universality of macrostructure and provide insight into macrostructural knowledge at the episode level. The results are discussed within the theoretical model of multidimensional text organization.

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“…For example, a study by Brown (2008) examined how attention network skills related to causal comprehension by analyzing the storytelling abilities of preschool children. Various aspects of causal comprehension were coded from the narratives produced, including the number of causal connections made, distance between information causal connections, number of physical and between-scene connections, and goal production.…”

Section: Extraversion and Comprehension Extraversion Was Not Relatedmentioning

confidence: 99%

Narrative comprehension abilities of children from low-income families : role of temperament, attention skills, and cognitive engagement.

Weatherholt¹

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Young children's use of causal connections during storytelling : The role of context and individual differences in attention.

Cited by 3 publications

References 87 publications

Causality in Children’s Oral and Written Narrative Retelling

Causality in Children’s Oral and Written Narrative Retelling

How oral texts are organized in monolingual and heritage Russian

Narrative comprehension abilities of children from low-income families : role of temperament, attention skills, and cognitive engagement.

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