摘要:

A singularly neglected aspect of the study of fictional narrative is how its language represents the subjective experience of characters. The importance of subjectivity in fiction has been increasingly recognized in recent years—not only as an important subcategory of fictional language, but as a major part of the purpose of experiencing fiction. Little is known about how children come to understand subjectivity and point of view in stories. Examination of the oral stories of a 5-year-old subject indicated that she was able to depict the beliefs, intentions, feelings, and perceptions of her story characters. In addition, she used sophisticated linguistic devices to portray her characters' subjective states. These findings argue for assessment approaches that include ways to determine whether and how children represent subjectivity in narratives. It also argues for new intervention approaches to helping children with language-learning difficulties vicariously experience the lives of fictional characters.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

This article addresses the manner in which the communicative contract is executed within the narrative recount context of the courtroom. The ways in which courtroom narratives can violate commonly held communicative assumptions, such as the conversational postulates of sincerity and information, are discussed as well as the ways in which these may affect the perceived competence and credibility of child witnesses. The effects of children's development of comprehension monitoring skills and a theory of mind on their ability to give competent eyewitness testimony are also examined.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Narrative assessment is traditionally approached from the linear perspective of the dominant culture and methods of analysis reflect that bias. Other cultures, like the Athabaskan culture, organize narrative thinking in a different manner. Few tools are available for the more critical understanding of the nonlinear narrative for developmental, clinical, and educational purposes. Using story recall, this article examines the Athabaskan narrative as told by a village storyteller to two native students, one of whom has a language-learning disability with a co-occurring mild hearing loss. The original narrative and the retellings were studied using underlying structure analysis. The prosodic and structural patterns revealed through the method of assessment were consistent with the concept of a spatially organized narrative. Clinical implications for applying this approach are described as being more sensitive to possible interfaces between cultural differences in narrative recall and discourse management problems characteristic of a language-learning disability.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Children's atypical narrative performance may reflect individual or cultural differences in exposure to narrative contexts and narrative learning experience. This article illustrates these variations by focusing on narratives of children from different Spanish-speaking backgrounds. Available information about individual differences in narrative development indicates that static assessments may not necessarily differentiate narrative differences from disorders. A dynamic assessment model that maximizes children's narrative performance and predicts their true language learning potential is presented.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

摘要:

Students from culturally and linguistically diverse environments must learn to live successfully in two cultural worlds—the cultural world of their homes and the cultural world of the school. Educators are in the position to facilitate students' abilities to live in these two worlds. To do so, they must understand the learning styles and discourse patterns of the students they teach. In this article, the principles of culturally compatible education are described, the characteristics of Native American and mainstream narrative discourse are compared, and the rationale for teaching the structure, content, and style of mainstream narratives is presented. A program designed to facilitate Native American elementary school childrens' abilities to comprehend and produce mainstream narratives is described.

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1995

数据来源: OVID