学龄儿童的个人叙述:一个跨部门的发展研究
Jelena Kuvač Kraljević1, Ana Matić Škorić1, Mateja Gabaj2
1Department of Speech-Language Pathology, Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia.
概括
孩子 孩子 孩子 孩子
科学领域:
- 心理语言学 心理语言学
- 发展心理学 发展心理学
- 叙事发展 叙事发展
背景情况:
- 个人叙述有助于孩子理解情绪和处理经历.
- 需要进行研究,以了解年龄和情绪对儿童叙事技能的影响.
研究的目的:
- 识别学龄儿童个人故事的词汇,语法和连贯性方面与年龄和情感相关的特征.
- 研究儿童叙事中词汇,连贯性和情感价值之间的关系.
主要方法:
- 60名典型的克罗地亚儿童 (7-13岁) 制作了由情感引发的个人故事.
- 分析包括词汇多样性,生产力,语法复杂性和叙事连贯性 (上下文,时间表,主题).
主要成果:
- 年龄解释了叙事制作中18%的差异.
- 积极的情感提示产生了更多的词汇多样化的故事,但与负面/中立提示相比,时间和主题阐述较少.
结论:
- 故事连贯性与词汇相关,两者都受到情感价值的影响.
- 语法方面主要取决于年龄.
- 全球TALES协议有效地捕捉了个人故事创作的发展和情感影响.
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