Pinto Giuliana, Tarchi Christian, Accorti Gamannossi Beatrice
a Department of Education and Psychology , University of Florence , Florence , Italy.
J Genet Psychol. 2018 May-Jun;179(3):143-155. doi: 10.1080/00221325.2018.1453775. Epub 2018 Apr 12.
The authors investigated children's narrative competence by analyzing the development of the reciprocal relationship between storytelling and story retelling performances over a school year through a cross-lagged panel design. The participants in this study were 170 Italian kindergarten pupils (M age = 4.98 ± 0.31 years). Children were asked to produce oral narratives in two different tasks: a storytelling and a story retelling task. Narrative competence was assessed in terms of structure and coherence. The cross-lagged panel analyses showed that both storytelling and story retelling tasks are stable constructs, but they differ in the emphasis on coherence. Data confirmed the pivotal role played by storytelling as a task, and structure as a component in fostering the development of children's narrative competence. Overall, results from this study suggest that storytelling and story retelling are tasks that involve interrelated but not overlapping processes, and trigger different aspects of narrative competence.
作者通过交叉滞后面板设计，分析了一学年中讲故事和故事复述表现之间相互关系的发展，以此来研究儿童的叙事能力。本研究的参与者为170名意大利幼儿园学生（平均年龄=4.98±0.31岁）。孩子们被要求在两项不同任务中进行口头叙事：讲故事任务和故事复述任务。叙事能力从结构和连贯性方面进行评估。交叉滞后面板分析表明，讲故事任务和故事复述任务都是稳定的结构，但它们在对连贯性的强调上有所不同。数据证实了讲故事作为一项任务以及结构作为一个组成部分在促进儿童叙事能力发展中所起的关键作用。总体而言，本研究结果表明，讲故事和故事复述是涉及相互关联但不重叠过程的任务，并引发叙事能力的不同方面。
