The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children

[摘要] ENGLISH ABSTRACT: This study investigated: (1) the effect of two visual modalities (wordless picture bookand animated video) on the narratives of typically developing 9 year old children, and(2) the effect of dynamic assessment on the quality of narratives in both visualmodalities. Twenty nine typically developing children between the ages of 8 years 5months, and 9 years 4 months were selected from a higher socio-economicpopulation. Participants were exposed to a wordless picture book and an animatedvideo. Participants' narrative performance was measured in terms of micro- andmacro-structure variables in each visual modality, and before and after dynamicassessment in each visual modality. Micro-structure variables included productivity(total number of words, total number of T-units), syntactic complexity (mean lengthof T-unit) and lexical diversity measures (total number of different words). Macrostructurevariables included goal-attempt-outcome (GAO) sequences, and inclusion ofGAO elements (goal, attempt or outcome). Results indicated that: (i) both visualmodalities elicited narratives of similar quality in terms of micro- and macro-structurevariables, and (ii) participants' narratives improved after dynamic assessment.

[发布机构] Stellenbosch University