What the stories children tell can tell about their memory: Narrative skill and young children's suggestibility.

2008 ◽  
Vol 44 (5) ◽  
pp. 1442-1456 ◽  
Author(s):  
Sarah Kulkofsky ◽  
J. Zoe Klemfuss
Keyword(s):  
2020 ◽  
pp. 53-70
Author(s):  
Larry R. Churchill

The four skills for ethics described in this chapter are imaginative skill, the ability to expand the reach of our empathy to include a wider range of people; assertive skill, the need to finally choose from among the competing values the ones we will embrace and live by; connective skill, that is, linking goodness with happiness—the kind of personal flourishing not available through fame and fortune; and narrative skill, which is our ability to tell true stories about ourselves and others. One key ingredient in narrative capacity is the ability to see that people intersect at different points at their life trajectories and with different moral concerns. The ethics of narration is the effort to tell truthful stories about these complex events.


2016 ◽  
Vol 34 (1) ◽  
pp. 55-73 ◽  
Author(s):  
Yoojin Chae ◽  
Sarah Kulkofsky ◽  
Francisco Debaran ◽  
Qi Wang ◽  
Sybil L. Hart

1994 ◽  
Vol 3 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Allyssa McCabe ◽  
Pamela Rosenthal Rollins

The assessment of discourse skills in young children is an important responsibility facing clinicians today. Early identification of problems in discourse skills and, more specifically, narrative abilities is especially important for identifying children at risk for later learning and literacy-related difficulties. Despite this, few tools are available for assessing narrative skills in preschoolers. In this article we provide information concerning preschool narrative development in typically developing, North American, Caucasian, English-speaking children. Methods are suggested for assessing narrative skill of children with language impairment and children developing language normally. Transcripts of narratives from these children are presented, along with specific recommendations for evaluating these narratives.


2018 ◽  
Vol 32 (5) ◽  
pp. 550-560 ◽  
Author(s):  
Deirdre A. Brown ◽  
Emma-Jayne Brown ◽  
Charlie N. Lewis ◽  
Michael E. Lamb

1966 ◽  
Vol 61 (3) ◽  
pp. 434 ◽  
Author(s):  
H. Swinburne
Keyword(s):  

Another Haul ◽  
2019 ◽  
pp. 107-126
Author(s):  
Charlie Groth

This chapter explores a story type as more of an activity than an object: the telling of ordinary stories, mainly personal experience narratives (PENs), in order to build relationships and community. While narrative skill may be enjoyed, artistry is secondary to connecting people to people and people to place through sharing conversation and information. Everyday storying practices, such as “How was your day?” conversation, joking, and project sagas are discussed and compared to other know genres such as “craik” and “chit-chat.” The chapter also presents a particular story subtype, the “touchstone story,” by which visitors to the island tell a story of personal connection with the island, fishery, town, or activity to establish relationship. Flipping the expected pattern in which the fishery family or crew is expected to be the authoritative narrative source, family and crew play the community stewardship role of being audience: affirming and incorporating visitors by listening.


2014 ◽  
Vol 42 (3) ◽  
pp. 662-681 ◽  
Author(s):  
ÖZLEM ECE DEMIR ◽  
SUSAN C. LEVINE ◽  
SUSAN GOLDIN-MEADOW

ABSTRACTSpeakers of all ages spontaneously gesture as they talk. These gestures predict children's milestones in vocabulary and sentence structure. We ask whether gesture serves a similar role in the development of narrative skill. Children were asked to retell a story conveyed in a wordless cartoon at age five and then again at six, seven, and eight. Children's narrative structure in speech improved across these ages. At age five, many of the children expressed a character's viewpoint in gesture, and these children were more likely to tell better-structured stories at the later ages than children who did not produce character-viewpoint gestures at age five. In contrast, framing narratives from a character's perspective in speech at age five did not predict later narrative structure in speech. Gesture thus continues to act as a harbinger of change even as it assumes new roles in relation to discourse.


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