Have a personal or library account? Click to login
The relationship between narrative microstructure and macrostructure: Differences between six- and eight-year-olds Cover

The relationship between narrative microstructure and macrostructure: Differences between six- and eight-year-olds

Open Access
|May 2022

References

  1. Aksu-Koç, A., & Aktan Erciyes, A. (2018). Narrative discourse: Developmental perspectives. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders (pp. 329–356). De Gruyter Mouton. https://doi.org/10.1515/9781614514909-01710.1515/9781614514909-017
  2. Allen, M., Kertoy, M., Sherblom, J., & Pettit, J. (1994). Children’s narrative productions: A comparison of personal event and fictional stories. Applied Psycholinguistics, 15(2), 149–176. https://doi.org/10.1017/S014271640000530010.1017/S0142716400005300
  3. Bedeković, M., Hržica, G., & Kramarić, M. (2021). Analiza sintaktičke složenosti dječjeg pripovjednog diskursa [Analysis of syntactic complexity of children’s narrative discourse]. Fluminensia, 33(2), 417–443. https://doi.org/10.31820/f.33.2.810.31820/f.33.2.8
  4. Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11(4), 469–497. https://doi.org/10.1080/0163853880954471410.1080/01638538809544714
  5. Berman, R. A. (2001). Setting the narrative scene: How children begin to tell a story. In K. E. Nelson, A. Aksu-Koç, & C. E. Johnson (Eds.), Children’s language: Developing narrative and discourse competence (Vol. 10, pp. 1–30). Lawrence Erlbaum Associates Publishers.
  6. Berman, R. A. (2009). Trends in research on narrative development. In S. Foster Cohen (Ed.), Language acquisition (pp. 294–318). Palgrave Macmillan. https://doi.org/10.1057/9780230240780_1310.1057/9780230240780_13
  7. Berman, R., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Lawrence Erlbaum. https://doi.org/10.1017/S030500090000901610.1017/S0305000900009016
  8. Bishop, D., & Donlan, C. (2005). The role of syntax in encoding and recall of pictorial narratives: Evidence from specific language impairment. British Journal of Developmental Psychology, 23(1), 25–46. https://doi.org/10.1348/026151004X2068510.1348/026151004X20685
  9. Bishop, D., Kuvač Kraljević, J., Hržica, G., Kovačević, M., & Kologranić Belić, L. (2013). TROG-2:HR Test razumijevanja gramatike [TROG-2:HR Test for reception of grammar]. Naklada Slap.
  10. Blom, E., & Boerma, T. (2016). Why do children with language impairment have difficulties with narrative macrostructure? Research in Developmental Disabilities, 55, 301–311. https://doi.org/10.1016/j.ridd.2016.05.00110.1016/j.ridd.2016.05.001
  11. Bohnacker, U. (2016). Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders. Applied Psycholinguistics, 37(1), 19–48. https://doi.org/10.1017/S014271641500040510.1017/S0142716415000405
  12. Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18(1), 1–21. https://doi.org/10.1191/0265659002ct224oa10.1191/0265659002ct224oa
  13. Capone Singleton, N., & Shulman, B. B. (2014). Language development. foundations, processes, and clinical applications. Jones & Bartlett Learning.
  14. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. https://doi.org/10.4324/978020377158710.4324/9780203771587
  15. Covington, M. A., & McFall, J. E. (2010). Cutting the gordian knot: The moving– average type–token ratio (MATTR). Journal of Quantitative Linguistics, 17(2), 94–100. https://doi.org/10.1080/0929617100364309810.1080/09296171003643098
  16. Diessel, H., & Tomasello, M. (2000). The development of relative clauses in spontaneous child speech. Cognitive Linguistics, 11(1-2), 131–151. https://doi.org/10.1515/cogl.2001.00610.1515/cogl.2001.006
  17. Dressler, W. (2003). Degrees of grammatical productivity in inflectional morphology. Italian Journal of Linguistics, 15(1), 31–62.
  18. Dunn, L. M., Dunn, L. M., Kovačević, M., Padovan, N., Hržica, G., Kuvač Kraljević, J., Mustapić, M., Dobravac, G., & Palmović, M. (2010). PPVT-IIIHR Peabody slikovni test rječnika [PPVT-III-HR Peabody picture vocabulary test]. Naklada Slap.
  19. Eaton, J. H., Collis, G. M., & Lewis, V. A. (1999). Evaluative explanations in children’s narratives of a video sequence without dialogue. Journal of Child Language, 26(3), 699–720. https://doi.org/10.1017/S030500099900396710.1017/S0305000999003967
  20. Fergadiotis, G., Wright, H. H., & Green, S. B. (2015). Psychometric evaluation of lexical diversity indices: Assessing length effects. Journal of Speech Language and Hearing Research, 58(3), 840–852. https://doi.org/10.1044/2015_JSLHR-L-14-028010.1044/2015_JSLHR-L-14-0280
  21. Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20–46. https://doi.org/10.1177/014272371142263310.1177/0142723711422633
  22. Frizelle, P., Thompson, P. A., McDonalnd, D., & Bishop, D. V. M. (2018). Growth in syntactic complexity between four years and adulthood: Evidence from a narrative task. Journal of Child Language, 45(5), 1174–1197. https://doi.org/10.1017/S030500091800014410.1017/S0305000918000144
  23. Gagarina, N., Bohnacker, U., & Lindgren, J. (2019). Macrostructural organization of adults’ oral narrative texts. ZAS Papers in Linguistics, 62, 190–208. https://doi.org/10.21248/zaspil.62.2019.44910.21248/zaspil.62.2019.449
  24. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2012). MAIN: Multilingual assessment instrument for narratives. ZAS Papers in Linguistics, 56, 1–155. https://doi.org/10.21248/zaspil.56.2019.41410.21248/zaspil.56.2019.414
  25. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J. (2019). MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 63, 1–21. https://doi.org/10.21248/zaspil.63.2019.51610.21248/zaspil.63.2019.516
  26. Gagarina, N., Klop, D., Tsimpli, I., & Walters, J. (2015). Narrative abilities in bilingual children. Applied Psycholinguistics, 37(1), 11–17. https://doi.org/10.1017/S014271641500039910.1017/S0142716415000399
  27. Gutierrez-Clellen, V. F., & Hofstetter, R. (1994). Syntactic complexity in Spanish narratives: A developmental study. Journal of Speech & Hearing Research, 37(3), 645–654. https://doi.org/10.1044/jshr.3703.64510.1044/jshr.3703.645
  28. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
  29. Hamdani, S., Kan, R., Chan, A., & Gagarina, N. (2021, January 25–27). Summarizing experience: Identifying bilingual DLD using online testing [Paper presentation]. Workshop on LITMUS-MAIN: “Online elicitation of narrative texts: Summarizing experience and making plans”, online.
  30. Hannay, M., & Mackenzie, J. L. (1996). Effective writing in English: A resource guide. Martinus Nijhoff.10.1007/978-94-017-4916-9
  31. Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properties of the narrative scoring scheme using narrative retells in young school-age children. American Journal of Speech-Language Pathology, 19(2), 154–166. https://doi.org/10.1044/1058-0360(2009/08-0024)10.1044/1058-0360(2009/08-0024)
  32. Hickmann, M. (2003). Children’s discourse: Person, space and time across languages. Cambridge University Press. https://doi.org/10.1017/S004740450627034910.1017/S0047404506270349
  33. Hržica, G., Košutar, S., & Kramarić, M. (2019). Rječnička raznolikost pisanih tekstova osoba s razvojnim jezičnim poremećajem [Lexical diversity in written texts of persons with developmental language disorder]. Hrvatska Revija za Rehabilitacijska Istraživanja, 55(2), 14–30. https://doi.org/10.31299/hrri.55.2.210.31299/hrri.55.2.2
  34. Hržica, G., & Kuvač Kraljević, J. (2012). MAIN - hrvatska inačica: Višejezični instrument za ispitivanje pripovijedanja [MAIN - Croatian version: Multilingual Assessment Instrument for Narratives]. ZAS Papers in Linguistics, 56, 323–323.
  35. Hržica, G., & Ordulj, A. (2013). Dvočlane glagolske konstrukcije u usvajanju hrvatskoga jezika [Word order in early language acquisition: The syntax of two-word utterances]. Rasprave: Časopis Instituta za Hrvatski Jezik i Jezikoslovlje, 39(2), 433–456.
  36. Hržica, G., & Roch, M. (2020). Lexical diversity in bilingual speakers of Croatian and Italian. In S. Armon-Lotem & K. Grohmann (Eds.), LITMUS in action: Crosscomparison studies across Europe (pp. 41–71). John Benjamins Publishing Company. https://doi.org/10.1075/tilar.29.04hrz10.1075/tilar.29.04hrz
  37. Hughes, D., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Thinking Publications.
  38. Hunt, K. W. (1966). Recent measures in syntactic development. Elementary English, 43(7), 732–739. https://www.jstor.org/stable/41386067
  39. Hunt, K. W. (1970). Syntactic maturity in school children and adults. Monographs of the Society for Research in Child Development, 35(1), 1–67. https://doi.org/10.2307/116581810.2307/1165818
  40. Jarvis, S. (2002). Short texts, best–fitting curves and new measures of lexical diversity. Language Testing, 19(1), 57–84. https://doi.org/10.1191/0265532202lt220oa10.1191/0265532202lt220oa
  41. Justice, L. M., Bowles, R. P., Kaderavek, J. N., Kaderavek, T. A., Eisenberg, S. L., & Gillam, R. B. (2006). The Index of Narrative Microstructure: A clinical tool for analyzing school-age children’s narrative performances. American Journal of Speech-Language Pathology, 15(2), 177–191. https://doi.org/10.1044/1058-0360(2006/017)10.1044/1058-0360(2006/017)
  42. Karmiloff-Smith, K., & Karmiloff-Smith, A. (2002). Pathways to language: From fetus to adolescent. First Harvard University Press. https://doi.org/10.1017/S030500090322563010.1017/S0305000903225630
  43. Kuiken, F., Vedder, I., Housen, A., & De Clercq, B. (2019). Variation in syntactic complexity: Introduction. International Journal of Applied Linguistics, 29(2), 161–170. https://doi.org/10.1111/ijal.1225510.1111/ijal.12255
  44. Kupersmitt, J., & Berman, R. A. (2001). Linguistic features of Spanish–Hebrew children’s narratives. In L. Verhoeven & S. Strömqvist (Eds.), Narrative development in a multilingual context (pp. 277–371). John Benjamins.10.1075/sibil.23.11kup
  45. Kuvač Kraljević, J., Bošnjak Botica, T., Vujnović Malivuk, K., & Pinjušić, P. (2016). Linguistic complexity in late language development: Reformulation of relative clauses. Suvremena Lingvistika, 42(81), 27–42.
  46. Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 3–38). University of Washington Press.10.1075/jnlh.7.02nar
  47. Leadholm, B., & Miller, J. F. (1992). Language sample analysis: The Wisconsin guide. Department of Public Instruction.
  48. Liles, B. Z., Duffy, R. J., Merritt, D. D., & Purcell, S. L. (1995). Measurement of narrative discourse ability in children with language disorders. Journal of Speech and Hearing Research, 38(2), 415–425. https://doi.org/10.1044/jshr.3802.41510.1044/jshr.3802.415
  49. Lindgren, J. (2018). Developing narrative competence: Swedish, Swedish- German and Swedish-Turkish children aged 4–6 [Doctoral dissertation, Acta Universitatis Upsaliensis]. DiVA – Academic Archive Online. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347102
  50. Lindgren, J. (2019). Comprehension and production of narrative macrostructure in Swedish: A longitudinal study from age 4 to 7. First Language, 39(4), 412–432. https://doi.org/10.1177/014272371984408910.1177/0142723719844089
  51. Loban, W. (1976). Language development: Kindergarten through grade twelve (Research Report No. 18). National Council of Teachers of English. https://files.eric.ed.gov/fulltext/ED128818.pdf
  52. MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk: Transcription format and programs (3rd ed.). Lawrence Erlbaum Associates Publishers.
  53. Mäkinen, L., Loukusa, S., Nieminen, L., P., Leinonen, E., & Kunnari, S. (2014). The development of narrative productivity, syntactic complexity, referential cohesion and event content in four- to eight-year-old Finnish children. First Language, 34(1), 24–42. https://doi.org/10.1177/014272371351100010.1177/0142723713511000
  54. Malvern, D., & Richards, B. (1997). A new measure of lexical diversity. In A. Ryan & A. Wray (Eds.), Evolving models of language (pp. 58–71). Multilingual Matters.
  55. Malvern, D., Richards, B., Chipere, N., & Durán, P. (2004). Lexical diversity and language development: Quantification and assessment. Palgrave MacMillan. https://doi.org/10.1057/978023051180410.1057/9780230511804
  56. Mamula, M., & Trtanj, I. (2018). Vrste rečenica u uzorcima govornoga jezika djece mlađe školske dobi [Types of sentences in spoken language samples of younger school-age children]. Život i Škola: Časopis za Teoriju i Praksu Odgoja i Obrazovanja, 64(1), 171–185. https://doi.org/10.32903/zs.64.1.1310.32903/zs.64.1.13
  57. Mayer, M. (1969). Frog, where are you? Dial Press.
  58. McCabe, A., & Bliss, L. S. (2003). Patterns of narrative discourse. Allyn & Bacon.
  59. McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd–D, and HD–D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381–392. https://doi.org/10.3758/BRM.42.2.38110.3758/BRM.42.2.381
  60. McFadden, U. T., & Gillam, R. B. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27(1), 48–56. https://doi.org/10.1044/0161-1461.2701.4810.1044/0161-1461.2701.48
  61. Muñoz, M. L., Gillam, R. B, Peña, E. D., & Gully-Faehnle A. (2003). Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools, 34(4), 332–342. https://doi.org/10.1044/0161-1461(2003/027)10.1044/0161-1461(2003/027)
  62. Nicolopoulou A., & Richner, E. S. (2007). From actors to agents to persons: the development of character representation in young children’s narratives. Child Development, 78(2), 412–429. https://doi.org/10.1111/j.1467-8624.2007.01006.x10.1111/j.1467-8624.2007.01006.x
  63. Nippold, M. A. (2016). Later language development: School-age children, adolescents, and Young Adults. PRO-ED, Inc.
  64. Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555–578. https://doi.org/10.1093/applin/amp04410.1093/applin/amp044
  65. Ortega, L. (2003). Syntactic complexity measures and their relationship to l2 proficiency: A research synthesis of college-level l2 writing. Applied Linguistics, 24(4), 492–518. https://doi.org/10.1093/applin/24.4.49210.1093/applin/24.4.492
  66. Owens, R. E. (1999). Language disorders: A functional approach to assessment and intervention. Allyn & Bacon.
  67. Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: A handbook on bilingualism and second language learning (2nd ed.). Paul H. Brookes Publishing Co.
  68. Peterson, C., & McCabe, A. (1983). High Point Analysis. In C. Peterson & A. McCabe (Eds.), Developmental Psycholinguistics: Three ways of looking at a child’s narrative (pp. 29–47). Springer. https://doi.org/10.1007/978-1-4757-0608-610.1007/978-1-4757-0608-6
  69. Peterson, C., & McCabe, A. (1991). Linking children’s connective use and narrative microstructure. In C. Peterson & A. McCabe (Eds.), Developing narrative structure (pp. 29–54). Lawrence Erlbaum Associates, Inc. https://doi.org/10.1177/00238309910340030510.1177/002383099103400305
  70. Peterson, C., & McCabe, A. (2004). Echoing our parents: Parental influences on children’s narration. In M. W. Pratt & B. H. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 27–54). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/978141061030010.4324/9781410610300
  71. Scott, C. (1988). Spoken and written syntax. In M. Nippold (Ed.), Later language development: Ages 9 through 19 (pp. 49–95). College-Hill.
  72. Scott, C. M., & Stokes, S. L. (1995). Measures of syntax in school-age children and adolescents. Language, Speech, and Hearing Services in Schools, 26(4), 309–319. https://doi.org/10.1044/0161-1461.2604.30910.1044/0161-1461.2604.309
  73. Soodla, P., & Kikas, E. (2010). Macrostructure in the narratives of Estonian children with typical development and language impairment. Journal of Speech, Language, and Hearing Research, 53(5), 1321–1333. https://10.1044/1092-4388(2010/08-0113)10.1044/1092-4388(2010/08-0113)
  74. Stein, N. L., & Albro, E. R. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. In M. G. W. Bamberg (Ed.), Narrative development: Six approaches (pp. 5–44). Lawrence Erlbaum Associates Publishers.
  75. Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing: Advances in discourse processes (Vol. 2, pp. 53–120). Ablex.
  76. Stein, N., & Policastro, M. (1984). The concept of a story: A comparison between children’s and teachers’ viewpoints. In H. Mandl, N. Stem, & T. Trabasso (Eds), Learning and comprehension of text (pp. 113–155). Erlbaum.
  77. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Allyn and Bacon.
  78. Terry, N. P., Mills, M. T., Bingham, G. E., Mansour, S., & Marencin, N. (2013). Oral narrative performance of African American prekindergartners who speak nonmainstream American English. Language, Speech, and Hearing Services in Schools, 44(3), 291–305. https://doi.org/10.1044/0161-1461(2013/12-0037)10.1044/0161-1461(2013/12-0037)
  79. To, C. K., Stokes, S. F., Hin-Tat, C., & T’sou, B. (2010) Narrative assessment of Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 53(3), 648–669. https://doi.org/10.1044/1092-4388(2009/08-0039)10.1044/1092-4388(2009/08-0039)
  80. Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes, 15(3), 249–275. https://doi.org/10.1080/0163853920954481210.1080/01638539209544812
  81. Trabasso, T., & Rodkin, P. C. (1994). Knowledge of goal/plans: A conceptual basis for narrating “Frog where are you?” In R. A. Berman & D. I. Slobin (Eds.), Relating events in narrative: A cross-linguistic developmental study (pp. 85–106). Psychology Press.
  82. Trtanj, I. (2015). Jezično označavanje likova u dječjem pripovjednom diskursu [Linguistic character marking in children’s narrative discourse] [Doctoral dissertation]. Josip Juraj Strossmayer University of Osijek Faculty of Humanities and Social Sciences]. FFOS-repozitorij. https://urn.nsk.hr/urn:nbn:hr:142:554959
  83. van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. W. van den Broek, P. J. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 321–342). Routledge Taylor & Francis Group. https://doi.org/10.4324/978131504493410.4324/9781315044934
  84. van der Lely, H. K. J. (1996). Grammatical specific language impaired children: Evidence for modularity. In C. Koster & F. Wijnen (Eds.), The Groningen assembly on language acquisition (pp. 283–292). University of Groningen Press.
  85. Watkins, R. V., Kelly, D. J., Harbers, H. M., & Hollis, W. (1995). Measuring children’s lexical diversity: Differentiating typical and impaired language learners. Journal of Speech, Language, and Hearing Disorders, 38(6), 1349–1355. https://doi.org/10.1044/jshr.3806.134910.1044/jshr.3806.1349
  86. Westby, C. E. (2012). Assessing and remediating text comprehension problems. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (pp. 163–225). Pearson.
  87. Westby, C., Van Dongen, R., & Maggart, Z. (1989). Assessing narrative competence. Seminars in Speech and Language, 10(1), 63–75. https://doi.org/10.1055/s-0028-108249010.1055/s-0028-1082490
  88. Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken language samples of New Zealand children in conversation and narration. Advances in Speech Language Pathology, 6(4), 195–208. https://doi.org/10.1080/1441704040001014010.1080/14417040400010140
  89. Yu, G. (2009). Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236–259. https://doi.org/10.1093/applin/amp02410.1093/applin/amp024
DOI: https://doi.org/10.2478/plc-2022-0007 | Journal eISSN: 2083-8506 | Journal ISSN: 1234-2238
Language: English
Page range: 126 - 153
Published on: May 16, 2022
Published by: Faculty of Psychology, University of Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2022 Sara Košutar, Matea Kramarić, Gordana Hržica, published by Faculty of Psychology, University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.