Dialectical Geographies in Contemporary Chilean Literature: The Case of Diamela Eltit’s Narrative Production

Romance Notes ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
J. Agustín Pastén B.
Keyword(s):  
Chilean Literature ◽  
Narrative Production

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

School-Age Children's Self-Assessment of Oral Narrative Production

2004 ◽  
Vol 26 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Joan N. Kaderavek ◽  
Ronald B. Gillam ◽  
Teresa A. Ukrainetz ◽  
Laura M. Justice ◽  
Sarita N. Eisenberg
Keyword(s):  
Oral Narrative ◽  
School Age ◽  
Self Assessment ◽  
Narrative Production

scholarly journals Uncommon genetic syndromes and narrative production - Case Studies with Williams, Smith-Magenis and Prader-Willi Syndromes?

2012 ◽  
Vol 58 (1) ◽  
pp. 48-65 ◽  
Author(s):  
Elena Garayzábal ◽  
Magdalena Capó ◽  
Esther Moruno ◽  
Óscar F Gonçalves ◽  
Montserrat Férnandez ◽  
...  
Keyword(s):  
Case Studies ◽  
Genetic Syndromes ◽  
Narrative Production

Syntax Stimulation Revisited

1995 ◽  
Vol 4 (4) ◽  
pp. 99-104 ◽  
Author(s):  
Ruth B. Fink ◽  
Myrna F. Schwartz ◽  
Elizabeth Rochon ◽  
Jessica L. Myers ◽  
Gail Simon Socolof ◽  
...  
Keyword(s):  
Multiple Baseline ◽  
Structure Modeling ◽  
The Novel ◽  
Connected Speech ◽  
Language Program ◽  
Nonfluent Aphasia ◽  
Coding Scheme ◽  
Narrative Production ◽  
Before And After ◽  
Picture Description

A multiple-probes variant of the multiple-baseline across-behaviors design was used to study the extent of generalization associated with syntax stimulation (SS) training. To assess whether acquisition of specific structures generalized across tasks, we used a specially designed sentence elicitation probe, Picture Description with Structure Modeling (PDSM; Fink et al., 1994). To assess whether training enhanced morphosyntactic production in connected speech, we used the coding scheme developed by Saffran, Berndt, and Schwartz (1989). Four subjects with chronic nonfluent aphasia were trained to produce active, passive, and embedded sentences using materials and procedures from the Helm Elicited Language Program for Syntax Stimulation (Helm-Estabrooks, 1981). These sentence structures were trained in successive phases with generalization probes administered before and after each phase. Three subjects with aphasia served as controls. Strong within-task generalization was observed and, in contrast to previous studies, generalization to the novel sentence elicitation task (PDSM). SS training did not yield measurable gains in narrative production.

scholarly journals MITOLOGÍA Y CIENCIA FICCIÓN: EL CASO DE MYTHS OF THE NEAR FUTURE DE JAMES G. BALLARD

2022 ◽  
pp. 793-815
Author(s):  
Juan VARO ZAFRA
Keyword(s):  
Science Fiction ◽  
Theoretical Framework ◽  
Literature And Science ◽  
Fantasy Fiction ◽  
Theoretical Assumptions ◽  
Narrative Production ◽  
Near Future ◽  
The Relationship ◽  
Short Narrative ◽  
The Way

La relación entre mitología y ciencia ficción es paradójica: si, teóricamente, la ciencia ficción se presenta como opuesta del mito; en su producción narrativa recurre frecuentemente a personajes y esquemas míticos, materializando su dimensión prospectiva a través de la actualización evemerista o alegórica de mitos. Este trabajo revisa críticamente los presupuestos teóricos que escinden la literatura de ciencia ficción de los relatos míticos y la literatura fantástica. A continuación, analizaremos el modo en que James G. Ballard afronta esta cuestión en su narrativa breve, particularmente en Myths of the Near Future, que sobrepasa estas diferencias y plantea un nuevo marco teórico común entre literatura fantástica y mítica y la ciencia ficción. Abstract: The relationship between mythology and science fiction is paradoxical: if, theoretically, science fiction is presented as the opposite of myth; in its narrative production, science fiction frequently resorts to mythical characters and schemes, materializing their prospective dimension through the evemerist or allegorical updating of myths. This work critically reviews the theoretical assumptions that divide science fiction literature from mythical stories and fantasy fiction. Next, it analyzes the way in which James G. Ballard addresses this question in his short narrative, particularly in Myths of the Near Future, which goes beyond these differences and raises a new common theoretical framework between fantasy and mythical literature and science fiction.

scholarly journals Individual differences in narrative production in late childhood: Associations with age and fiction reading experience

2020 ◽  
pp. 014272372094655 ◽  
Author(s):  
Lorna G. Hamilton ◽  
Isabelle O’Halloran ◽  
Nicola Cutting
Keyword(s):  
Individual Differences ◽  
Word Reading ◽  
Picture Book ◽  
Production Quality ◽  
Vocabulary Knowledge ◽  
Late Childhood ◽  
Reading Experience ◽  
Children's Narratives ◽  
Narrative Production ◽  
Age Range

Narrative production draws upon linguistic, cognitive and pragmatic skills, and is subject to substantial individual differences. This study aimed to characterise the development of narrative production in late childhood and to assess whether children’s cumulative experience of reading fiction is associated with individual differences in narrative language skills. One-hundred-and-twenty-five 9- to 12-year-old children told a story from a wordless picture book, and their narratives were coded for syntactic, semantic and discourse-pragmatic features. The grammatical complexity and propositional content of children’s narratives increased with age between 9 and 12 years, while narrative cohesion, coherence and use of mental state terms were stable across the age range. Measures of fiction reading experience were positively correlated with several indices of narrative production quality and predicted unique variance in narrative macrostructure after controlling for individual differences in vocabulary knowledge, word reading accuracy and theory of mind. These findings are discussed in terms of the continued importance of ‘book language’ as part of the language input beyond early childhood.

The effect of the audience on the spoken narrative of Chinese children

2018 ◽  
Vol 28 (2) ◽  
pp. 301-329
Author(s):  
Juan Wang ◽  
Maria Evangelou ◽  
Shanshan Xu
Keyword(s):  
Picture Book ◽  
Chinese Children ◽  
Typically Developing ◽  
Gender Influence ◽  
Narrative Production ◽  
Evaluative Language

Abstract This study investigated the influence of the audience and narrator’s gender on spoken narratives produced by Chinese children. Sixty typically developing five- and six-year-old children were evenly divided into three groups. Each group was assigned one audience, being a teacher, a same-age peer, or a younger peer. The children were asked to view a wordless picture book and retell the story to the audience. The results showed that the children tended to use more macrostructure elements when telling stories to same-age peers, with boys using more macrostructure elements than girls. Girls used more words and more events when narrating to younger peers, whereas boys used more words, more diverse words, and more evaluative language when narrating to teachers. In addition, the children marked temporality more in narratives to younger peers than to same-age peers. The findings indicated that the audience and narrator’s gender influence the narrative production of Chinese children.

Narratology

2019 ◽  
Author(s):  
Gerald Prince
Keyword(s):  
Good Deal ◽  
Gender And Sexuality ◽  
Critical Commentary ◽  
Narrative Production ◽  
Feminist Narratology ◽  
Cognitive Narratology ◽  
Classical Narratology ◽  
Postclassical Narratology ◽  
Considerable Body ◽  
The Way

Narratology studies what all and only possible narratives have in common as well as what allows them to differ from one another qua narratives, and it attempts to characterize the narratively pertinent set of rules and norms governing narrative production and processing. This structuralist-inspired endeavor began to assume the characteristics of a discipline in 1966 with the publication of the eighth issue of Communications, which was devoted to the structural analysis of narrative and included contributions by the French or francophone founders of narratology. In its first decades, or what has come to be viewed as its classical period, narratology dedicated much of its attention to characterizing the constituents of the narrated (the “what” that is represented), those of the narrating (the way in which the “what” is represented), and the principles regulating their modes of combination. Though classical narratology had ambitions to be an autonomous branch of poetics rather than a foundation for critical commentary and a handmaid to interpretation, the narrative features that it described made up a toolkit for the study of particular texts and fostered a considerable body of narratological criticism. Besides, by encouraging the exploration of the theme of narrative as well as the frame that narrative constitutes, it contributed to the so-called narrative turn, which is the reliance on the notion “narrative” to discuss not only representations but any number of activities, practices, and domains. In part because of the influence of narratological criticism and that of other disciplines; in part because of its biases and insufficiencies; and in part because of its very concerns, goals, and achievements, classical narratology went through important changes and evolved into postclassical narratology. The latter, which rethinks, refines, expands, and diversifies its predecessor, comes in many varieties, including feminist narratology, which exposes the way sex, gender, and sexuality affect the shape of narrative; cognitive narratology, which examines those aspects of mind pertaining to narrative production and processing; natural narratology, in which experientiality, the evocation of experience, is the determining element of narrativity; and unnatural narratology, which concentrates on nonmimetic or anti-mimetic narratives and tests the precision or applicability of narratological categories, distinctions, and arguments. Other topics—for example the links between geography and narrative or the narratological differences between fictional and nonfictional narrative representations—have lately evoked a good deal of interest. Ultimately, whatever the specific narratological variety or approach involved, narratologists continue to try and develop an explicit, complete, and empirically or experimentally grounded model of their singularly human object.

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