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The relationship between character viewpoint gesture and narrative structure in children
Language and Cognition ( IF 2.660 ) Pub Date : 2018-07-12 , DOI: 10.1017/langcog.2018.9
FEY PARRILL , BRITTANY LAVANTY , AUSTIN BENNETT , ALAYNA KLCO , OZLEM ECE DEMIR-LIRA

abstractWhen children tell stories, they gesture; their gestures can predict how their narrative abilities will progress. Five-year-olds who gestured from the point of view of a character (CVPT gesture) when telling stories produced better-structured narratives at later ages (Demir, Levine, & Goldin-Meadow, 2014). But does gesture just predict narrative structure, or can asking children to gesture in a particular way change their narratives? To explore this question, we instructed children to produce CVPT gestures and measured their narrative structure. Forty-four kindergarteners were asked to tell stories after being trained to produce CVPT gestures, gestures from an observer’s viewpoint (OVPT gestures), or after no instruction in gesture. Gestures were coded as CVPT or OVPT, and stories were scored for narrative structure. Children trained to produce CVPT gestures produced more of these gestures, and also had higher narrative structure scores compared to those who received the OVPT training. Children returned for a follow-up session one week later and narrated the stories again. The training received in the first session did not impact narrative structure or recall for the events of the stories. Overall, these results suggest a brief gestural intervention has the potential to enhance narrative structure. Due to the fact that stronger narrative abilities have been correlated with greater success in developing writing and reading skills at later ages, this research has important implications for literacy and education.

中文翻译:

儿童角色视点姿态与叙事结构的关系

摘要当孩子们讲故事时,他们会做手势;他们的手势可以预测他们的叙述能力将如何发展。五岁儿童在讲故事时从角色的角度做手势(CVPT 手势),他们在以后的年龄产生了结构更好的叙述(Demir、Levine 和 Goldin-Meadow,2014 年)。但是手势只是预测叙事结构,还是要求孩子以特定方式做手势会改变他们的叙事?为了探索这个问题,我们指导孩子们制作 CVPT 手势并测量他们的叙述结构。44 名幼儿园儿童在接受过 CVPT 手势、从观察者视角的手势(OVPT 手势)训练或在没有手势指导后被要求讲故事。手势被编码为 CVPT 或 OVPT,故事被评分为叙事结构。与接受过 OVPT 训练的儿童相比,接受过 CVPT 手势训练的儿童产生的此类手势更多,叙事结构得分也更高。一周后,孩子们回来参加后续会议,并再次讲述这些故事。第一节课接受的培训并没有影响叙事结构或故事事件的回忆。总体而言,这些结果表明,简短的手势干预有可能增强叙事结构。由于更强的叙述能力与在以后的年龄发展写作和阅读技能的更大成功相关,这项研究对识字和教育具有重要意义。一周后,孩子们回来参加后续会议,并再次讲述这些故事。第一节课接受的培训并没有影响叙事结构或故事事件的回忆。总体而言,这些结果表明,简短的手势干预有可能增强叙事结构。由于更强的叙述能力与在以后的年龄发展写作和阅读技能的更大成功相关,这项研究对识字和教育具有重要意义。一周后,孩子们回来参加后续会议,并再次讲述这些故事。第一节课接受的培训并没有影响叙事结构或故事事件的回忆。总体而言,这些结果表明,简短的手势干预有可能增强叙事结构。由于更强的叙述能力与在以后的年龄发展写作和阅读技能的更大成功相关,这项研究对识字和教育具有重要意义。
更新日期:2018-07-12
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