Chapter published in:Social Environment and Cognition in Language Development: Studies in honor of Ayhan Aksu-Koç
Edited by F. Nihan Ketrez, Aylin C. Küntay, Şeyda Özçalışkan and Aslı Özyürek
[Trends in Language Acquisition Research 21] 2017
► pp. 199–222
Chapter 13Developing construals of a narrative event sequence
The chapter examines Hebrew-language excerpts relating to a particular episode in the “frog-story” picture book following on from Aksu-Koç and Tekdemir’s (2004) study of “the interplay between narrativity and mindreading.” Verbalizations of Hebrew-speaking preschoolers and school children compared with adults provide further evidence for the complex interweaving of cognitive and linguistic knowledge in development of narrative abilities. Young preschool children show native-like command of clause-level grammar and lexicon, but fail to recognize the protagonist’s misconception whereas by school-age, participants invariably correctly identify the objects depicted graphically by the author-illustrator. Findings are discussed in terms of the developing ability to recognize this complex interrelation between events and to verbalize them in linguistically appropriate terms.
- 2.1Preschoolers aged 3 to 6 years
- 2.2Schoolchildren aged 7 to 12 Years
- 2.3Mature adult renderings
Published online: 18 July 2017
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Korecky-Kröll, Katharina, Neriman Dobek, Verena Blaschitz, Sabine Sommer-Lolei, Monika Boniecki, Kumru Uzunkaya-Sharma & Wolfgang U Dressler
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