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題名 小孩敘說過去事件能力之發展
Children’s narrative performance about past events across time
作者 廖冠琄
貢獻者 黃瓊之
廖冠琄
關鍵詞 詳述
重複
敘說風格
敘說內容
維高斯基理論
日期 2009
上傳時間 11-Oct-2011 16:46:39 (UTC+8)
摘要 本篇論文的目的在於探討母親在親子對話中談論過去事件的方式對於小孩自行敘說過去事件能力的影響。研究語料來自於兩名以漢語為母語的三歲小孩與她們母親的對話，以及這兩名小孩與研究者之間的對話。研究結果顯示，根據Reese, Haden, & Fivush (1993)的研究，這兩位母親都展現出高度詳述的風格(high-elaborative style)，不過這兩位媽媽所注重的敘說內容(narrative information)是不同的，其中一位媽媽注重事件的過程(complicating action)，另一位媽媽則注重事件發生的背景(orientation)。至於小孩自行敘說過去事件的能力，研究結果發現這兩位小孩會受到她們母親的影響，亦即這兩位小孩在與研究者對話時，常常詳述(elaborate)正在討論的過去事件，較少重複(repeat)已提過的資訊，不過有關於敘說的內容(narrative information)，這兩位小孩到了後期所注重的內容並不相同，她們所強調的內容會與她們母親類似，而這個結果與維高斯基(Vygotsky)的理論是一致的。
This study investigates mothers’ ways of co-constructing narratives about the past in mother-child conversations when the children were 3;6 and the children’s narrative performance in researcher-child conversations at three time points when the children were 3;6, 3;9, and 4;0. The effect of mothers’ ways of co-constructing narratives with children on children’s narrative performance was also investigated. Mothers’ ways of co-constructing narratives with children were examined in terms of the conversational styles and the narrative information types, and children’s narrative performance was examined in terms of the conversational contributions and the narrative information types. Subjects in this study are two female children (D and Z) and their mothers. The results show that the two mothers displayed the same conversational style, namely, high-elaborative style termed by Reese, Haden, & Fivush (1993). But, they differed in the type of narrative information that they placed more emphasis on. One of the mothers was particularly concerned about orientation information, while the other mother placed more emphasis on complicating actions.
As for children’s narrative performance, the two children were very similar about the type of utterances that they contributed in the narratives when having conversations with the researcher. More specifically, they both frequently produced the type of elaborations, which was much higher than repetitions at each time point. In terms of narrative information types, at Time 1 (3;6) and Time 2 (3;9), D and Z were similar in that complicating action was higher than orientation. However, at Time 3 (4;0), Z’s orientation was higher than complicating action, while D’s complicating action was still higher than orientation. With respect to the effect of mothers’ ways of co-constructing narratives with children on children’s narrative performance, it was found that the difference that D’s mother provided or requested for complicating actions much more often than Z’s mother did at Time 1 (3;6) was reflected in the two children’s percentage of this narrative information type at Time 3 (4;0). This is in line with Vygotskian theory that early scaffolds provided by mothers would be reflected in children’s performance at a later time.
參考文獻 Bruner, J. (1983). Children’s talk: learning to use language (New York: Norton).
Brewer, W. (1985). The story schema: Universal and culture-specific properties. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning (pp. 167-194). Cambridge, England: Cambridge University Press.
Chang, C.J. (2003). Talking about the past: How do Chinese mothers elicit narratives from their young children across time. Narrative Inquiry 13(1), 99-126.
Chang, C.J. (2004). Telling stories of experiences: Narrative development of
young Chinese children. Applied Psycholinguistics 25, 83-104.
Eisenberg, A. R. (1985). Learning to describe past experiences in conversation.
Discourse Processes, 8, 177-20
Engel , S. (1986). The role of mother-child interaction in autobiographical recall. In J. A. Hudson (Chair), Learning to talk about the past. Symposium conducted at the Southeastern Conference on Human Development, Nashville, TN.
Fivush, R. (1991). The social construction of personal narratives. Merill Palmer Quarterly, 37, 59–82.
Fivush, R., & Fromhoff, F. A. (1988). Style and structure in mother-child
conversations about the past. Discourse Processes, 11, 337-355.
Fivush, R., Gray, J. T., & Fromhoff, F. A. (1987). Two year olds talk about the past. Cognitive Development, 2, 393-410.
Fivush, R., Haden, C., & Adam, S. (1995). Structure and coherence of preschoolers’ personal narratives over time: Implications for childhood amnesia. Journal of Experimental Child Psychology, 60, 32–56.
Haden, C. A., Haine, R. A. & Fivush, R. (1997). Developing narrative structure in parent-child reminiscing across the preschool years. Developmental Psychology, 33(2), 295-307.
Hemphill, L., Camp, L., Chang, C., Horowitz, S., Kasuya, H., Ovadia, R., & Winner, K. (1995). Narrative abilities in children with early corrective heart surgery. Paper presented at the Annual Boston University Language Conference on Language Development, Boston.
Hudson, J. A. (1990). The emergence of autobiographic memory in mother-child conversation. In R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in young children (pp. 166-196). Cambridge, England: Cambridge University Press.
Hudson, J. A. & Shapiro, L. R. (1991). From knowing to telling: the development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds), Developing Narative Structure (Hillsdale, NJ: Erlbaum), 89-136.
Kemper, S. (1984). The development of narrative skills: explanations and
entertainments. In S. A. Kuczaj (Ed.), Discourse development: progress in cognitive development research. NewYork: Springer-Verlag.
Kernan, K. (1977). Semantic and expressive elaboration in children`s narratives.
In S. Ervin-Tripp & C. Mitchell-Kernan (Eds), Child discourse. New York: Academic Press.
Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia, PA: University of Pennsylvania Press.
Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle: University of Washington Press.
MacWhinney, B. (2000). The CHILDES project. Hillsdale, NJ: Lawrence Erlbaum.
MacWhinney, B., & Snow, C. E. (1985). The child language data exchange system. Journal of Child Language, 12, 271-296.
McCabe, A., & Peterson, C. (1991). Getting the story: A longitudinal
study of parental styles in eliciting oral personal narratives and developing
narrative skill. In A. McCabe & C. Peterson (Eds.), Developing
narrative structure (pp. 217-253). Hillsdale, NJ: Erlbaum.
Melzi, G. (2000). Cultural variations in the construction of personal narratives: Central American and European American mothers’ elicitation styles. Discourse Processes, 30 (2), 153–177.
Menig-Peterson, C. & McCabe, A. (1978). Children’s orientation of a listener to the context of their narratives. Developmental Psychology, 14, 582-592.
Michaels, S. (1981). "Sharing time": Children`s narrative styles and
differential access to literacy. Language and Society, 10, 423-442.
Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315.
Minami, M., & McCabe, A. (1995). Rice balls and bear hunts: Japanese and North American family narrative patterns. Journal of Child Language, 22, 423-445.
Minami, M. (1996). Japanese preschool children’s narrative development. First Language, 16, 339–363.
Olsen-Fulero, L., & Conforti, J. (1983). Child responsiveness to mothers’
questions of varying type and presentation. Journal of Child Language,
10, 495-520.
Paris, S. G., Newman, R. S. & Jacobs, J. E. (1985). Social contexts and functions of children’s remembering. In C. J. Brainerd & M. Pressley (Eds), The cognitive side of memory development. (New York: Springer-Verlag), 81-115.
Peterson, C. (1990). The who, when and where of early narratives. Journal of Child Language, 17, 433–455.
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum Press.
Peterson, C., & McCabe, A. (1992). Parental styles of narrative elicitation: Effect on children’s narrative structure and content. First Language, 12, 299–321.
Peterson, C, & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30(6), 937-948.
Perlmutter, M. (Ed.) (1980). New directions for child development. Vol. 10. Children’s memory. San Francisco: Jossey-Bass.
Reese, E., & Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29, 596-606.
Reese, E., Haden, C. A., & Fivush, R. (1993). Mother-child conversations about the past: Relationships of style and memory over time. Cognitive Development, 8, 403-430.
Rieber, R. W., & Carton, A. S. (1987). The collected works ofL. S. Vygotsky:
Vol. 1. Problems of general psychology. New York: Plenum
Roth, F. P. (1986). Oral narrative abilities of learning-disabled students.
Topics in Language Disorders, 7, 21-30.
Sachs, J. (1979). Topic selection in parent-child discourse. Discourse Processes. 2, 145-53.
Sachs, J. (1983). Talking about the there and then: the emergence of displaced reference in parent-child discourse. In K.E. Nelson (Ed.), Children’s Language (Hillsdale, NJ: Erlbaum), 1-28.
Snow, C. E. (1983). Literacy and language: Relationships during the
preschool years. Harvard Educational Review, 53, 165-189.
Snow, C. E., & Dickinson, D. K. (1990). Social sources of narrative
skills at home and at school. First Language, 10, 87-103.
Todd, C. & Perlmutter, M. (1980). Reality recalled by preschool children. In M. Perlmutter (Ed.), New directions for child development. Vol. 10. Children’s memory. San Francisco: Jossey-Bass.
Umiker-Sebeok, D. J. (1979) Preschool children`s intra-conversational narratives.
Journal of Child Language 6, 91-109.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
描述 碩士
國立政治大學
語言學研究所
96555007
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096555007
資料類型 thesis
dc.contributor.advisor 黃瓊之zh_TW
dc.contributor.author (Authors) 廖冠琄zh_TW
dc.creator (作者) 廖冠琄zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 11-Oct-2011 16:46:39 (UTC+8)-
dc.date.available 11-Oct-2011 16:46:39 (UTC+8)-
dc.date.issued (上傳時間) 11-Oct-2011 16:46:39 (UTC+8)-
dc.identifier (Other Identifiers) G0096555007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51535-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 96555007zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本篇論文的目的在於探討母親在親子對話中談論過去事件的方式對於小孩自行敘說過去事件能力的影響。研究語料來自於兩名以漢語為母語的三歲小孩與她們母親的對話，以及這兩名小孩與研究者之間的對話。研究結果顯示，根據Reese, Haden, & Fivush (1993)的研究，這兩位母親都展現出高度詳述的風格(high-elaborative style)，不過這兩位媽媽所注重的敘說內容(narrative information)是不同的，其中一位媽媽注重事件的過程(complicating action)，另一位媽媽則注重事件發生的背景(orientation)。至於小孩自行敘說過去事件的能力，研究結果發現這兩位小孩會受到她們母親的影響，亦即這兩位小孩在與研究者對話時，常常詳述(elaborate)正在討論的過去事件，較少重複(repeat)已提過的資訊，不過有關於敘說的內容(narrative information)，這兩位小孩到了後期所注重的內容並不相同，她們所強調的內容會與她們母親類似，而這個結果與維高斯基(Vygotsky)的理論是一致的。zh_TW
dc.description.abstract (摘要) This study investigates mothers’ ways of co-constructing narratives about the past in mother-child conversations when the children were 3;6 and the children’s narrative performance in researcher-child conversations at three time points when the children were 3;6, 3;9, and 4;0. The effect of mothers’ ways of co-constructing narratives with children on children’s narrative performance was also investigated. Mothers’ ways of co-constructing narratives with children were examined in terms of the conversational styles and the narrative information types, and children’s narrative performance was examined in terms of the conversational contributions and the narrative information types. Subjects in this study are two female children (D and Z) and their mothers. The results show that the two mothers displayed the same conversational style, namely, high-elaborative style termed by Reese, Haden, & Fivush (1993). But, they differed in the type of narrative information that they placed more emphasis on. One of the mothers was particularly concerned about orientation information, while the other mother placed more emphasis on complicating actions.
As for children’s narrative performance, the two children were very similar about the type of utterances that they contributed in the narratives when having conversations with the researcher. More specifically, they both frequently produced the type of elaborations, which was much higher than repetitions at each time point. In terms of narrative information types, at Time 1 (3;6) and Time 2 (3;9), D and Z were similar in that complicating action was higher than orientation. However, at Time 3 (4;0), Z’s orientation was higher than complicating action, while D’s complicating action was still higher than orientation. With respect to the effect of mothers’ ways of co-constructing narratives with children on children’s narrative performance, it was found that the difference that D’s mother provided or requested for complicating actions much more often than Z’s mother did at Time 1 (3;6) was reflected in the two children’s percentage of this narrative information type at Time 3 (4;0). This is in line with Vygotskian theory that early scaffolds provided by mothers would be reflected in children’s performance at a later time.		en_US
dc.description.tableofcontents Acknowledgements………………………………………………………………..iv
Chinese Abstract………………………………………………………………….viii
English Abstract……………………………………………………………………ix
Chapter 1 Introduction……………………………………………………………..1
1.1 Background and motivation……………………………………………...1
1.2 Research questions..………………………………………………….......5
1.3 Organization……………………………………………………………....5
Chapter 2 Literature Review……………………………………………………......7
2.1 Mothers’ ways of co-constructing narratives with children………….…...7
2.1.1 Conversational styles….…………………………………………….7
2.1.2 Narrative information………………………………………………10
2.2 Children’s narrative performance………………….……………………..12
2.2.1 Conversational contributions……………………………………….13
2.2.2 Narrative information…………………………………………….....16
2.3 The effect of mothers’ ways of co-constructing narratives on children’s
narrative performance.................................................................................18
2.4 Vygotskian theory…………………………………………………………21
Chapter 3 Methodology……………………………………………………………...24
3.1 Subjects……………………………………………………………………24
3.2 Procedure………………………………………………………………….24
3.3 Coding scheme…………………………………………………………….26
3.3.1 Conversation codes………………………………………………….26
3.3.2 Narrative information codes…………………………………………28
3.3.3 Reliability……………………………………………………………29

Chapter 4 Results………………………………………………………………….....31
4.1 Analysis of mothers’ ways of co-constructing narratives with children…..31
4.1.1 Conversational styles……………………………………………….32
4.1.2 Narrative information types………………………………………...34
4.2 Analysis of children’s narrative performance in researcher-child conversations……………………………………………………………...36
4.2.1 Conversational contributions………………………………………..38
4.2.2 Narrative information types………………………………………....41
4.3 The effect of mothers’ ways of co-constructing narratives with
children on children’s narrative performance……………………………..45
4.3.1 Effect of mothers’ conversational styles on children’s
conversational contributions…………………………………………45
4.3.2 Effect of mothers’ provision/request for narrative information
types on children’s inclusion of narrative information types………...49
Chapter 5 Discussion………………………………………………………………...56
5.1 Mothers’ ways of co-constructing narratives with children……………….56
5.2 Children’s narrative performance in conversations with the researcher…..58
5.3 The effect of mothers’ ways of co-constructing narratives on
children’s narrative performance…………………………………………..60
Chapter 6 Conclusion………………………………………………………………...67
6.1 Summary…………………………………………………………………..67
6.2 Limitations of this study…………………………………………………...68
References……………………………………………………………………………70		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096555007en_US
dc.subject (關鍵詞) 詳述zh_TW
dc.subject (關鍵詞) 重複zh_TW
dc.subject (關鍵詞) 敘說風格zh_TW
dc.subject (關鍵詞) 敘說內容zh_TW
dc.subject (關鍵詞) 維高斯基理論zh_TW
dc.title (題名) 小孩敘說過去事件能力之發展zh_TW
dc.title (題名) Children’s narrative performance about past events across timeen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bruner, J. (1983). Children’s talk: learning to use language (New York: Norton).zh_TW
dc.relation.reference (參考文獻) Brewer, W. (1985). The story schema: Universal and culture-specific properties. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning (pp. 167-194). Cambridge, England: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Chang, C.J. (2003). Talking about the past: How do Chinese mothers elicit narratives from their young children across time. Narrative Inquiry 13(1), 99-126.zh_TW
dc.relation.reference (參考文獻) Chang, C.J. (2004). Telling stories of experiences: Narrative development ofzh_TW
dc.relation.reference (參考文獻) young Chinese children. Applied Psycholinguistics 25, 83-104.zh_TW
dc.relation.reference (參考文獻) Eisenberg, A. R. (1985). Learning to describe past experiences in conversation.zh_TW
dc.relation.reference (參考文獻) Discourse Processes, 8, 177-20zh_TW
dc.relation.reference (參考文獻) Engel , S. (1986). The role of mother-child interaction in autobiographical recall. In J. A. Hudson (Chair), Learning to talk about the past. Symposium conducted at the Southeastern Conference on Human Development, Nashville, TN.zh_TW
dc.relation.reference (參考文獻) Fivush, R. (1991). The social construction of personal narratives. Merill Palmer Quarterly, 37, 59–82.zh_TW
dc.relation.reference (參考文獻) Fivush, R., & Fromhoff, F. A. (1988). Style and structure in mother-childzh_TW
dc.relation.reference (參考文獻) conversations about the past. Discourse Processes, 11, 337-355.zh_TW
dc.relation.reference (參考文獻) Fivush, R., Gray, J. T., & Fromhoff, F. A. (1987). Two year olds talk about the past. Cognitive Development, 2, 393-410.zh_TW
dc.relation.reference (參考文獻) Fivush, R., Haden, C., & Adam, S. (1995). Structure and coherence of preschoolers’ personal narratives over time: Implications for childhood amnesia. Journal of Experimental Child Psychology, 60, 32–56.zh_TW
dc.relation.reference (參考文獻) Haden, C. A., Haine, R. A. & Fivush, R. (1997). Developing narrative structure in parent-child reminiscing across the preschool years. Developmental Psychology, 33(2), 295-307.zh_TW
dc.relation.reference (參考文獻) Hemphill, L., Camp, L., Chang, C., Horowitz, S., Kasuya, H., Ovadia, R., & Winner, K. (1995). Narrative abilities in children with early corrective heart surgery. Paper presented at the Annual Boston University Language Conference on Language Development, Boston.zh_TW
dc.relation.reference (參考文獻) Hudson, J. A. (1990). The emergence of autobiographic memory in mother-child conversation. In R. Fivush & J. A. Hudson (Eds.), Knowing and remembering in young children (pp. 166-196). Cambridge, England: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Hudson, J. A. & Shapiro, L. R. (1991). From knowing to telling: the development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds), Developing Narative Structure (Hillsdale, NJ: Erlbaum), 89-136.zh_TW
dc.relation.reference (參考文獻) Kemper, S. (1984). The development of narrative skills: explanations andzh_TW
dc.relation.reference (參考文獻) entertainments. In S. A. Kuczaj (Ed.), Discourse development: progress in cognitive development research. NewYork: Springer-Verlag.zh_TW
dc.relation.reference (參考文獻) Kernan, K. (1977). Semantic and expressive elaboration in children`s narratives.zh_TW
dc.relation.reference (參考文獻) In S. Ervin-Tripp & C. Mitchell-Kernan (Eds), Child discourse. New York: Academic Press.zh_TW
dc.relation.reference (參考文獻) Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia, PA: University of Pennsylvania Press.zh_TW
dc.relation.reference (參考文獻) Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle: University of Washington Press.zh_TW
dc.relation.reference (參考文獻) MacWhinney, B. (2000). The CHILDES project. Hillsdale, NJ: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) MacWhinney, B., & Snow, C. E. (1985). The child language data exchange system. Journal of Child Language, 12, 271-296.zh_TW
dc.relation.reference (參考文獻) McCabe, A., & Peterson, C. (1991). Getting the story: A longitudinalzh_TW
dc.relation.reference (參考文獻) study of parental styles in eliciting oral personal narratives and developingzh_TW
dc.relation.reference (參考文獻) narrative skill. In A. McCabe & C. Peterson (Eds.), Developingzh_TW
dc.relation.reference (參考文獻) narrative structure (pp. 217-253). Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Melzi, G. (2000). Cultural variations in the construction of personal narratives: Central American and European American mothers’ elicitation styles. Discourse Processes, 30 (2), 153–177.zh_TW
dc.relation.reference (參考文獻) Menig-Peterson, C. & McCabe, A. (1978). Children’s orientation of a listener to the context of their narratives. Developmental Psychology, 14, 582-592.zh_TW
dc.relation.reference (參考文獻) Michaels, S. (1981). "Sharing time": Children`s narrative styles andzh_TW
dc.relation.reference (參考文獻) differential access to literacy. Language and Society, 10, 423-442.zh_TW
dc.relation.reference (參考文獻) Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315.zh_TW
dc.relation.reference (參考文獻) Minami, M., & McCabe, A. (1995). Rice balls and bear hunts: Japanese and North American family narrative patterns. Journal of Child Language, 22, 423-445.zh_TW
dc.relation.reference (參考文獻) Minami, M. (1996). Japanese preschool children’s narrative development. First Language, 16, 339–363.zh_TW
dc.relation.reference (參考文獻) Olsen-Fulero, L., & Conforti, J. (1983). Child responsiveness to mothers’zh_TW
dc.relation.reference (參考文獻) questions of varying type and presentation. Journal of Child Language,zh_TW
dc.relation.reference (參考文獻) 10, 495-520.zh_TW
dc.relation.reference (參考文獻) Paris, S. G., Newman, R. S. & Jacobs, J. E. (1985). Social contexts and functions of children’s remembering. In C. J. Brainerd & M. Pressley (Eds), The cognitive side of memory development. (New York: Springer-Verlag), 81-115.zh_TW
dc.relation.reference (參考文獻) Peterson, C. (1990). The who, when and where of early narratives. Journal of Child Language, 17, 433–455.zh_TW
dc.relation.reference (參考文獻) Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum Press.zh_TW
dc.relation.reference (參考文獻) Peterson, C., & McCabe, A. (1992). Parental styles of narrative elicitation: Effect on children’s narrative structure and content. First Language, 12, 299–321.zh_TW
dc.relation.reference (參考文獻) Peterson, C, & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30(6), 937-948.zh_TW
dc.relation.reference (參考文獻) Perlmutter, M. (Ed.) (1980). New directions for child development. Vol. 10. Children’s memory. San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Reese, E., & Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29, 596-606.zh_TW
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