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April 5, 2017 | Developmental Psychology | By admin | 0 Comments

By Carole Peterson

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Extra info for Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative

Example text

Basically, something happens to protagonists, which causes them to respond to it or to set up a goal. Their actions or their attempts to accomplish the goal result in some resolution or state of affairs that terminates the episode. Episodes may follow one another sequentially or be embedded within other episodes. Investigators differ in the details of their "story grammars," but all of them parse stories into informational nodes showing how a protagonist solves a problem; these nodes include such information as initiating events, goals, attempts to accomplish those goals, and consequences.

Because these two stories and their two narrators differ in so many ways, it is futile to suggest any firm account of the differences, but nevertheless, I am inclined, in the interests of bringing the reader's attention to exam1n1ng the content of these narratives in the light of their form, to suggest a possible interpretation. It is universally acceptable, even in the milieu of these narrators, to have a certain fear of the Doctor. However, a nine-year-old boy from rural Ohio would be expected to take a hog slaughtering exercise in his stride.

The average number of narratives produced by the children is found in Table 2. The children produced an average of 11~ narratives each; this varied from three narratives (our criterion for inclusion) to thirty narratives. An analysis of variance, with the crossed factors of age, sex, and experimenter, was calculated for the children's production of narratives. 01. 01. The greater talkativeness of girls has been-found in many studies; see for example Maccoby and Jacklin (1974). Most of the children's narratives were prompted by our narratives.

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