Journal article
Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters
Developmental psychology, Vol.50(3), pp.815-828
03/2014
DOI: 10.1037/a0034322
PMCID: PMC4180426
PMID: 24127729
Abstract
Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they are given. We asked this question with respect to typically developing (TD) kindergarten children and children with pre- or perinatal unilateral brain injury (PL), a group that has been shown to have difficulty with narrative production. We compared children's skill in retelling stories originally presented to them in 4 different elicitation formats: (a) wordless cartoons, (b) stories told by a narrator through the auditory modality, (c) stories told by a narrator through the audiovisual modality without co-speech gestures, and (e) stories told by a narrator in the audiovisual modality with co-speech gestures. We found that children told better structured narratives in response to the audiovisual + gesture elicitation format than in response to the other 3 elicitation formats, consistent with findings that co-speech gestures can scaffold other aspects of language and memory. The audiovisual + gesture elicitation format was particularly beneficial for children who had the most difficulty telling a well-structured narrative, a group that included children with larger lesions associated with cerebrovascular infarcts.
Details
- Title: Subtitle
- Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters
- Creators
- Özlem Ece Demir - University of Iowa, Psychological and Brain SciencesJoan A Fisher - Department of Psychology, University of ChicagoSusan Goldin-Meadow - Department of Psychology, University of ChicagoSusan C Levine - Department of Psychology, University of Chicago
- Resource Type
- Journal article
- Publication Details
- Developmental psychology, Vol.50(3), pp.815-828
- DOI
- 10.1037/a0034322
- PMID
- 24127729
- PMCID
- PMC4180426
- NLM abbreviation
- Dev Psychol
- ISSN
- 0012-1649
- eISSN
- 1939-0599
- Publisher
- American Psychological Association; United States
- Grant note
- P01HD40605 / NICHD NIH HHS P01 HD040605 / NICHD NIH HHS
- Language
- English
- Date published
- 03/2014
- Academic Unit
- Stead Family Department of Pediatrics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
- Record Identifier
- 9984006966202771
Metrics
20 Record Views