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Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
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Functional Foreign Accent Syndrome in suspected Conversion Disorder: A case study
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Supporting people with aphasia to ‘settle into a new way to be’: speech and language therapists’ views on providing psychosocial support
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Building fictional worlds: Towards a cognitive model of the reading experience
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Mapping language to the world: the role of iconicity in the sign language input
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Syntactic Priming without Lexical Overlap in Reading Comprehension
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Working memory and educational achievement in children with intellectual disabilities
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Priming via relational similarity: A copper horse is faster when seen through a glass eye
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Phonology impacts segmentation in online speech processing
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: ACADEMIC PRESS INC ELSEVIER SCIENCE, 2005
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Hemispheric asymmetries in the split-fovea model of semantic processing
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: ACADEMIC PRESS INC ELSEVIER SCIENCE, 2004
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What can be learned from positive data? Insights from an 'ideal learner'. Commentary on 'a multiple process solution to the logical problem of language acquisition' by Brian MacWhinney
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: CAMBRIDGE UNIV PRESS, 2004
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Phrase structure priming: A short-lived effect
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: PSYCHOLOGY PRESS, 2003
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Constraints upon word substitution speech errors
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: KLUWER ACADEMIC/PLENUM PUBL, 2001
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Two-process models of recognition memory: Evidence for recall-to-reject?
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: ACADEMIC PRESS INC, 1999
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Language acquisition also needs non-connectionist models
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: CAMBRIDGE UNIV PRESS, 1999
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Evaluative explanations in children's narratives of a video sequence without dialogue
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: CAMBRIDGE UNIV PRESS, 1999
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Abstract:
Children's narratives consist of event clauses and contextualizing or 'evaluative' clauses. Bamberg & Damrad-Frye (1991) and Bamberg (1994) claimed that young children make limited use of evaluative clauses because they are less able to adopt a global perspective on the narrative. In an earlier study, Karmiloff-Smith (1985) demonstrated that the narratives of younger children have coherence only at a local level. However, Wellman & Bartsch (1988) showed that young children could produce evaluative-like causal explanations if given a specific prompt. The present study on 160 young children aged five, seven, nine and eleven years examined their production of evaluatives in narratives of a story presented as a video sequence with no spoken dialogue, to ensure that the children's production was not simply a re-working of verbal input. Results indicated that prompts greatly facilitated children's production of evaluatives and that they could adopt a global perspective on the story when formulating evaluatives. These results indicate that limitations in the narratives of young children are more plausibly explained by contextual factors influencing language production and by constraints on working memory than by children's presumed lack of understanding of the structure of events or their inferences about the minds of the characters.
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Keyword:
BF Psychology; P Language and Literature
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URL: http://wrap.warwick.ac.uk/13917/
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Connectionism, theories of learning, and syntax acquisition : where do we stand?
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Experimental evidence against the dual-route account of inflectional morphology
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Connectionism, phonology, reading, and regularity in developmental dyslexia
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