L&l Final: Narratives

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the verbal recapitulation of past experiences or retelling of what happened [can be real, imaginary, or somewhere in-between]

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narrative

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narratives can be thought of as verbal expressions of cognitive ___

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schemata

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schema are expressed as ___, which represent typical, predictable sequences of events that serve to help children make predictions and inferences

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scripts

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narratives are the earliest-emerging ___ discourse form

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monologic

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Heath's 4 Narrative Types

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1) Recount; 2) Eventcast; 3) Account; 4) Fictionalized Narrative

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narrative type; speaker is prompted to talk about past personal experience or events that s/he has seen or read

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Recount

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narrative type; a narrative that describes future events or something that is happening now; frequently seen during children's play

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Eventcast

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narrative type; a narrative in which a child spontaneously shares an experience; usually begins with "You know what?" or "Guess what?" etc.

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Account

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narrative type; made-up story

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Fictionalized narrative

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reasons to use narratives as an assessment tool

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there is a close association between narrative language and other academic skills; narratives are ecologically valid; narratives test language content/form/use/pragmatic domains; many levels of difficulty can be built into narrative tasks--useful for dynamic assessments; narrative tasks relate to the parallel processing of comprehension and production

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predominant spontaneous narrative form; recounting personal experience without being prompted

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personal anecdote

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spontaneous narrative in which there is recounting experiences of another person without being prompted

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anecdotes of vicarious experience

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ask child to tell you about a personal experience (maybe a situation in which child was hurt or scared); during elicitation, comments should be neutral

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elicited personal narratives

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ask child what typically happens when a type of event occurs; be careful to not elicit a story of a particular instance

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elicited scripts

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ask child to tell you a story; may provide them with a story starter or story generation cues

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elicited fictional narratives

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story generation cues

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single pictures with various characters and/or actions (risk of getting a description of actions); picture sequence (different ways to present); wordless picture books

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story [generation / retelling] tasks are considered less difficult

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retelling

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stories retold [with / without] pictures resulted in most accurately reproduced narratives

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without

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scoring [generated / retold] stories is easier

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retold

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type of adult support that involves selecting the incident, organizing the telling, providing needed details, and elaborating on details

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Conversational Support

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type of adult support that involves sorting out what happened in the original event & deciding which aspects of the event should be recounted for the story (often needed when original event was long & busy)

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Historical Support

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type of adult support; help in conveying emotions and telling a good story

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Psychological Support

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How can the types of adult support be informational for intervention?

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provide a framework for scaffolding

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In Western culture, stories are social co-constructions rather than ____ performances

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independent

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examines overall thematic organization in terms of causal temporal relationships for fictional stories; includes story grammars & story art

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macrostructure

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includes smaller units within the narrative consisting of the underlying network of ideas put into sequences of sentences; includes cohesive devices, tense markers, vocabulary, and sentence complexity

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microstructure

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Applebee's 6 Basic Developmental Levels

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1) Heaps (2y); 2) Sequences (2-3y); 3) Primitive Temporal Narratives (3-4y); 4) Unfocused Temporal Narratives (4-4.5y); 5) Focused Temporal or Causal Chains (5y); 6) Narratives (5-7y)

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sets of unrelated statements about a central stimulus

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Heaps (2y)

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include events linked on the basis of similar attributes or events that create a simple but meaningful focus of a story

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Sequences (2-3y)

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narratives organized around a center with complementary events

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Primitive Temporal Narratives (3-4y)

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narratives that are unfocused temporal chains; lead directly from one event to another, while the linking attribute (character, setting, or action) shifts; organized like a stream of consciousness

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Unfocused Temporal Narratives (4-4.5y)

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narratives that generally center on main character who gets through a series of perceptually-linked, concrete events

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Focused Temporal or Causal Chains (5y)

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narratives that develop the center as the story progresses; each incident develops from the previous, forms a chain, and adds some new aspect to the theme; usually contains a climax

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Narratives (5-7y)

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schema are expressed in stories as sets of hierarchically related story grammar components, usually referred to as ___

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episodes

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a story consists of a ___ and one or more ____

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setting / episodes

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6 episode components

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1) setting; 2) complication; 3) motivating state; 4) attempts; 5) consequence; 6) reaction

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provides information about main character and about time/place in which story occurs; can happen throughout story and be updated

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setting

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events that initiate agent state or action

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complication

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feeling/cognition resulting from the complication and leading to an attempt

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motivating state

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actions resulting from motivating state and leading to consequence

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attempts

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outcome of successful or unsuccessful attempt(s)

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consequence

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feeling/cognition resulting from prior condition but not motivating further plans or attempts

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reaction

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2 non-episodic elements

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1) ending; 2) actions & sequences

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a sentence or phrase that clearly states the story is over

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ending

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isolated emotional or cognitive states and physical actions

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actions & sequences

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type of analysis that focuses on what makes the story special, sophisticated, and appealing; type of macrostructure; closely follows episodic analysis, but discusses story elements in a slightly different way

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high point analysis & story art

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6 elements of high point analysis

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1) introducers and/or abstracts; 2) orientation; 3) complicating action; 4) evaluation; 5) resolution; 6) coda

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mark the beginning of a narrative

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introducers and/or abstracts

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provides background

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orientation

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leads to high point

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complicating action

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high point receives an evaluation by narrator

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evaluation

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caps the event and resolves any complications

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resolution

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can be added to close the narrative and may connect the story to the present context

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coda

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3 categories of expressive elaboration

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1) appendages; 2) orientations; 3) evaluations

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involve statements that introduce, comment on, and conclude the story

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appendages

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provide background information on the habitual actions and nature of the characters of the surrounding conditions

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orientation

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elements that contribute to detail or emphasis

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evaluations

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4 types of cohesive devices

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1) conjunctive cohesion; 2) pronominal reference; 3) lexical & structural parallelism; 4) ellipsis

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use of conjunctions for cohesion; includes additive (and), adversative (but), temporal (finally), causative (therefore), and continuative (anyway)

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conjunctive cohesion

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use of pronouns & referents to achieve cohesion; 2 types: anaphoric & cataphoric; different rules for oral [may be exphoric or endophric] and written [must be endophoric]

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pronominal reference

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type of pronominal reference in which referent precedes the pronoun

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anaphoric

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type of pronominal reference in which the referent follows the pronoun

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cataphoric

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repeating the same word/using synonyms for cohesion

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lexical parallelism

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repetition of the same syntactic structure for cohesion

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structural parallelism

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cohesion device; omission of an item (information) retrievable from elsewhere in the text

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ellipsis

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intervention that allows for the representation of ideas and events in pictures (as opposed to in writing, which is difficult for LI children); focus is on representing the chronology of events (or temporal events)--thus, story grammar

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pictography

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story grammar can be taught with ___ ___ or through lessons in which episodic structure is taught through ___ ___

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cue cards / story reading

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___ can be a guide to the types of narratives you need to use for contextualized skill intervention

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Applebee's stages

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consists of one main clause and all subordinating clauses attached to it; used most often to segment written samples

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terminal unit (T-Unit)

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consists of each independent clause with its modifier; used most often to setment oral narrative samples; may be incomplete sentences

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communication unit (CU)

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an independent part of a sentence containing other clauses

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independent clause

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sequence of related words containing a subject and predicate, beginning with a subordinating conjunction or relative pronoun

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subordinate clause

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Mean Length of CU [or T-Unit]

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divide # of total words by # of Cus

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Mean Clauses per CU [or T-Unit]

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divide # of clauses by # of Cus

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MLU & MLCU measures ___

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syntax