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The development of narrative skills in Turkish-speaking children: A complexity approach.

ABSTRACT: The present study examines the development of plot, evaluative and syntactic complexity in children's narratives and its relationship with gender, ToM, executive function and linguistic recursive ability. One hundred and five Turkish-speaking children distributed across 4 age groups (four-, five-, seven-eight-, and ten-eleven-year-olds) and 15 adults participated in (a) Elicitation of Narratives Task, (b) Emotional Stroop Task, (c) First- or Second-Order ToM Task (depending on their age), (d) Real-Apparent Emotion Task (four-year-olds), and (e) Comprehension of Complement Clauses Task. Among the three domains of complexity, only plot complexity was found to be related to gender and to develop significantly, in particular at 5 and 7 years of age. Evaluative complexity was low in children in all age groups and was not predicted by any factor. Syntactic complexity was predicted by executive function. These findings are discussed considering the cognitive, linguistic and sociocultural nature of narration.

SUBMITTER: Ogel Balaban H

PROVIDER: S-EPMC7202631 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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The development of narrative skills in Turkish-speaking children: A complexity approach.

Ögel Balaban Hale H Hohenberger Annette A

PloS one 20200506 5

The present study examines the development of plot, evaluative and syntactic complexity in children's narratives and its relationship with gender, ToM, executive function and linguistic recursive ability. One hundred and five Turkish-speaking children distributed across 4 age groups (four-, five-, seven-eight-, and ten-eleven-year-olds) and 15 adults participated in (a) Elicitation of Narratives Task, (b) Emotional Stroop Task, (c) First- or Second-Order ToM Task (depending on their age), (d) Re ...[more]

PMID: 32374746

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Project description:This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers.

Dataset Information

The development of narrative skills in Turkish-speaking children: A complexity approach.

Publications

The development of narrative skills in Turkish-speaking children: A complexity approach.

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