Cognitive Processing and Narrative Discourse Production in Children with ADHD

2009 ◽  
Vol 39 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Sharon Moonsamy ◽  
Heila Jordaan ◽  
Kirston Greenop
Keyword(s):  
Academic Success ◽  
Cognitive Processing ◽  
Oral Language ◽  
Personal Narrative ◽  
Narrative Discourse ◽  
Assessment System ◽  
Attention Deficits ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Children With Adhd

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.

scholarly journals The structure of emotion discourse: from Labovian to socio-cognitive models

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Manuela Romano ◽  
María Dolores Porto ◽  
Clara Molina
Keyword(s):  
Cognitive Models ◽  
Narrative Discourse ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Emotional Events

AbstractThis paper focuses on how narrators convey emotion in the structure of oral narrative discourse in Spanish. To this end, the structure of personal oral narratives of highly emotional events in a sample of radio narratives is analyzed from two different approaches:

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

scholarly journals Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age

2013 ◽  
Vol 131 (5) ◽  
pp. 289-295 ◽  
Author(s):  
Erica Endo Amemiya ◽  
Barbara Niegia Garcia Goulart ◽  
Brasilia Maria Chiari
Keyword(s):  
Hearing Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Oral Communication ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Oral Narrative ◽  
School Type ◽  
Cross Sectional ◽  
Significant Difference

CONTEXT AND OBJECTIVE: Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs. RESULTS: Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058). CONCLUSION: Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.

Tuturan Komburongo in the Context of Oral Narrative and Belief of the Tobilung Ethnic Group of Sabah

2021 ◽  
Vol 34 (2) ◽  
pp. 163-184
Author(s):  
Low Kok On ◽  
Ick Ellyrenzine Linsap
Keyword(s):  
Ethnic Group ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Oral Literature

The oral narratives that revolve around Komburongo are known as tuturan Komburongo among the Tobilung ethnic group in Sabah. The purpose of this article is to analyze the elements of belief contained in these stories. All the tuturan Komburungo that are analyzed in this article are obtained from fieldwork interviews with informants from the Tobilung ethnic group in the district of Kota Belud, Sabah. The important issues dealt with in this article are concerned with the Tobilung ethnic group's belief in the supernatural powers of Komburongo, as told in their oral literature. The result of the analysis by way of interpretation in this study finds that the tuturan Komburungo are divided into myth or legend in the context of folklore. On the question of its origin, Komburongo is believed to have been created by Tinamaru, the Creator of the Tobilung. The traditional Tobilung ethnic group are found to be highly dependent on Komburongo as the good spirit that provides guidance and possesses magical powers that help to solve various life crises for generations. This study is considered significant because it highlights many aspects of the belief of the Tobilung ethnic group passed down from generation to generation based on tuturan Komburungo.

Narrative Discourse Markers in Malory’s Morte D’Arthur

2000 ◽  
Vol 1 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Monika Fludernik
Keyword(s):  
Narrative Structure ◽  
Discourse Markers ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
King Arthur ◽  
Morte D'arthur ◽  
Narrative Prose ◽  
Line Analysis

On the basis of the model of narrative structure proposed in Fludernik (1996b) this paper presents the results of an investigation of discourse markers in Thomas Malory’s Morte D’Arthur, with a complete line-by-line analysis of The Tale of King Arthur, Books I to III (“Merlin”; “Balin”; “Torre and Pellinor”), A Noble Tale of Sir Launcelot du Lake, and The Book of Sir Tristram de Lyones (Book XIV: “Launcelot and Elaine”). The paper argues that the inflation of discourse markers in Malory is a sign of their imminent disappearance from narrative prose and that other features that indicate a dissolution of the oral narrative episode pattern are also visible in the text.

Narrative as cultural representation

2020 ◽  
Author(s):  
Masahiko Minami
Keyword(s):  
Second Language ◽  
Conceptual Understanding ◽  
Local Level ◽  
Cultural Representation ◽  
Narrative Discourse ◽  
Oral Narratives ◽  
Global Level ◽  
Appropriate Use ◽  
Content Structure ◽  
Cognition And Culture

Abstract This paper addresses issues related to narrative, cognition, and culture within the framework of foreign- or second-language (L2) narrative discourse, using a methodology of connecting the story- and language-related qualities of narrative discourse. The term “coherence” refers to whether or not a text makes sense at a global level, whereas “cohesion” describes the linguistic relationships among clauses in a narrative, such as how its surface linguistic elements are linked together at a local level. The paper (1) examines oral narratives, (2) reveals how both coherence and cohesion serve as the twin engines of narrative, and (3) emphasizes the significance of noting not only the narrative content/structure but also the appropriate use of linguistic devices, to identify language-specific ways of expressing affective elements in narrative. That is, the paper suggests the importance of developing conceptual understanding of L2 forms (e.g., grammatical variables) and their stylistic significance.

The acquisition of connectors in French L2 narrative discourse

1998 ◽  
Vol 8 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Betsy Kerr-Barnes
Keyword(s):  
Learning Environment ◽  
Narrative Discourse ◽  
Oral Narratives

AbstractThe article examines the use of connectors in oral narratives of 27 adult American learners of French, who are classified in four groups according to length of instruction and type of learning environment, i.e. classroom or immersion or mixed. The patterns of acquisition are found to be in general quite similar to those of child LI French learners, including a routinised use of one or more markers which serve as pause fillers. Surprisingly, even very proficient learners show overgeneralisation of some connectors, in particular of transitional connectors (alors, donc) and discourse-structuring particles (eh bien, bon), whose functions are relatively opaque.

Semantic and phonological processing in illiteracy

2004 ◽  
Vol 10 (6) ◽  
pp. 818-827 ◽  
Author(s):  
MARY H. KOSMIDIS ◽  
KYRANA TSAPKINI ◽  
VASILIKI FOLIA ◽  
CHRISTINA H. VLAHOU ◽  
GRIGORIS KIOSSEOGLOU
Keyword(s):  
Cognitive Processing ◽  
Language Processing ◽  
Phonological Processing ◽  
Oral Language ◽  
Semantic Processing ◽  
Formal Education ◽  
Functional Organization ◽  
Hemispheric Specialization ◽  
Cognitive Strategies ◽  
Phonological Information

Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004,10, 818–827.)

scholarly journals Interlanguage: A Case Study of English Narrative Discourse of an Indonesian Studying in the U.S.

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Stefanus Angga B. Prima
Keyword(s):  
United States ◽  
The United States ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
Past Tense ◽  
English Speaker ◽  
Present Perfect ◽  
Present Tense ◽  
The U.S

The aim of this study is to see how an Indonesian studying in the U.S. uses English tense and aspects to produce meaning oral narrative discourses. The Indonesian’s verbatim of narrative discourse is compared to that of a Minnesota-born English speaker studying in a university in the midwestern of the United States. The audio-recorded narrative discourses are transcribed, then foregrounding and backgrounding clauses of each participant’s oral narrative discourse are analyzed to count the number of verbs produced by each participant. The verbs are categorized into past verbs (simple, progressive, pluperfect) and non-past verbs (base forms, present tense, present progressive, present perfect). By analyzing the morphology distribution, the researcher recorded that the Minnesotan participant used past tense more frequently in foregrounding and backgrounding clauses in both narrative tasks, while the Indonesian used more temporal adverbs than that of the Minnesotan.

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