Crawshaw Camilla E, Kern Friederike, Mertens Ulrich, Rohlfing Katharina J
Psycholinguistics, Faculty of Arts and Humanities, Paderborn University, Paderborn, Germany.
Language and Communication, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany.
Front Psychol. 2020 Oct 16;11:569891. doi: 10.3389/fpsyg.2020.569891. eCollection 2020.
Previous studies have found that narrative input conveyed through different media influences the structure and content of children's narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study's main goal was to identify the core plot component differences (the , , , , , and of a story) between children's retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children's narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4-5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the , , and (sub-)components. Differences between the conditions in the component , and did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children's development, education, and interaction with and within today's digital world are discussed.
以往的研究发现，通过不同媒介传达的叙事性输入会影响儿童叙事复述的结构和内容。视觉化的电视叙事似乎比传统的口头传播故事书媒介能引出更丰富、更详细的叙事。为了扩展这项先前的研究工作，并借鉴叙事详述的研究，本研究的主要目标是确定儿童对电视叙事与传统故事书叙事的复述之间的核心情节组成部分差异（故事的起因、发展、高潮、结局、主题和寓意）。然而，由于儿童在智商方面也存在个体差异，我们进一步将这一变量纳入对儿童叙事复述的分析中。为了实现我们的目的，在遵循并扩展现有叙事详述方法的基础上，开发了一种新颖的编码模式。参与者是46名来自德国的4至5岁发育正常的儿童。本研究纳入了两种叙事输入条件，儿童被随机分配到这两种条件下：在视频条件下，儿童观看DVD中一个非语言的、视觉传达的电视故事；在书籍条件下，儿童与一名成年人一起阅读故事，并体验以配有最少插图的书籍形式呈现的口头传达版本。在两种条件下，传达的是同一个故事。在我们的分析中把智商作为协变量纳入后，结果表明，来自视频条件的儿童给出了明显更详尽的复述，尤其是在起因、发展和高潮（子）组成部分方面。在结局、主题和寓意组成部分上，两种条件之间的差异没有达到统计学显著性。我们的研究结果表明，不同的媒介类型对故事需要不同的认知加工要求，从而产生特定类型的记忆和叙事。当考虑到认知发展的个体差异时，不同媒介条件的影响是显著的且持续存在。文中讨论了这对儿童发展、教育以及在当今数字世界中的互动和内部交流的影响。
