Chapter published in:
Social Environment and Cognition in Language Development: Studies in honor of Ayhan Aksu-KoçEdited 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
Ruth A. Berman | Tel Aviv University, Israel
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.
Article outline
- 1.Introduction
- 2.Results
- 2.1Preschoolers aged 3 to 6 years
- 2.2Schoolchildren aged 7 to 12 Years
- 2.3Mature adult renderings
- 3.Discussion
-
Acknowledgment -
Notes -
References
Published online: 18 July 2017
https://doi.org/10.1075/tilar.21.13ber
https://doi.org/10.1075/tilar.21.13ber
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In press. Grammar for writing and grammar in writing. In Handbook of Communications Disorders, A. Bar-On & D. Ravid (eds) Berlin Mouton de Gruyter
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Cited by 1 other publications
Korecky-Kröll, Katharina, Neriman Dobek, Verena Blaschitz, Sabine Sommer-Lolei, Monika Boniecki, Kumru Uzunkaya-Sharma & Wolfgang U Dressler
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