Dissertation Research: The Development of the Expression ofTime and Event in Narrative

论文研究：叙事中时间和事件表达的发展

• 批准号: 8913297
• 负责人: David McNeill
• 金额: $ 1.06万
• 依托单位: University of Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-09-01 至 1990-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8913297&HistoricalAwards=false
• 关键词: Dissertation; Research; Development; Expression; ofTime

ABSTRACT By the time children are five years old, they are using many of the same linguistic and gestural devices that adults do to mark the relationship between events in a story. This fact has lead many researchers on narrative skills to presuppose the notion of event. The present study asks whether appearances may not be deceiving; whether children and adult's similar linguistic means function in fundamentally different ways. In the first phase of the study adults and children aged 4-5, 7-8, and 10-11 will watch a short cartoon and then narrate the story to a same-age listener. Analyses of verbal and gestural transcripts will focus on the linguistic devices for conveying temporal structure in narrative, and on the use of non- representational gestures which adults produce when they are introducing and commenting on narrative events. In the second phase, the same subjects will be presented with stills from the stimulus cartoon and asked to "group the pictures that belong together". Event groupings will be compared with a frame- by-frame analysis of the stimulus cartoon, and with each subject's choice of temporal conjunctions and placement of beats and deictic gestures. In this way, this study begins to find out how children convey the interrelationship of events in narrative with the linguistic and gestural means at their disposal, and contributes to an understanding of the interaction between cognitive ability and linguistic skills in the development of narrative competence.

摘要 当孩子五岁时，他们会使用许多与成人相同的语言和手势手段来标记故事中事件之间的关系。 这一事实导致许多叙事技巧研究人员预设了事件的概念。 本研究询问外表是否不会具有欺骗性；儿童和成人相似的语言手段是否以根本不同的方式发挥作用。 在研究的第一阶段，4-5岁、7-8岁和10-11岁的成人和儿童将观看一部动画片，然后向同龄听众讲述故事。 对言语和手势记录的分析将侧重于在叙事中传达时间结构的语言手段，以及成年人在介绍和评论叙事事件时产生的非代表性手势的使用。 在第二阶段，相同的受试者将看到刺激卡通片中的剧照，并被要求“将属于一起的图片分组”。 事件分组将与刺激卡通的逐帧分析以及每个受试者对时间连接的选择以及节拍和指示手势的放置进行比较。 通过这种方式，本研究开始了解儿童如何利用他们所掌握的语言和手势手段来表达叙事中事件的相互关系，并有助于理解认知能力和语言技能在叙事能力发展中的相互作用。