Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman
{"title":"叙述任务的复杂性和语言对双语幼儿园儿童宏观结构的影响","authors":"Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman","doi":"10.1044/2023_LSHSS-23-00152","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the impact of narrative task complexity on macrostructure in both languages of bilingual kindergarten children and the relationship of macrostructure across languages to guide practitioners' choice of assessment tools and aid in interpretation of results.</p><p><strong>Method: </strong>Thirty-nine English-Hebrew bilingual kindergarten children (<i>M</i><sub>age</sub> = 65 months) retold two narratives in each language: a one-episode story and a three-episode story. Stories were coded for macrostructure using five story grammar (SG) elements: Internal State-Initiating Event, Goal, Attempt, Outcome, and Internal State-Reaction. Linear mixed and generalized linear mixed models were used to analyze scores for total macrostructure, episode, and SG elements; correlations were conducted to examine cross-language relations in macrostructure.</p><p><strong>Results: </strong>In general, performance on the single-episode story was significantly better than for the three-episode story: higher percentages of SG elements were produced, with better performance in the home language/English. In addition to Task and Language effects, Age and Episode (Episodes 1/2/3 of the three-episode story vs. one-episode story) emerged as predictors of macrostructure. Performance on the different episodes of the three-episode story varied, with Episode 3 yielding scores similar to those on the one-episode story. Children produced more Attempts and Outcomes than other SG elements. Finally, the total macrostructure scores yielded low to moderate correlations across languages for both one-episode and three-episode stories, but there were no significant cross-task (one-episode/three-episode story) correlations.</p><p><strong>Conclusions: </strong>The study illustrates the importance of task complexity in narrative performance. Ideally, assessment should include a variety of tools, which would include narratives varying in complexity. However, time constraints do not always permit this luxury. The findings here may offer more to therapists than to diagnosticians. Narratives should be manipulated for episodic complexity not only in the number of episodes but also with regard to characters, goals, feelings, and reactions to events.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25222094.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"545-560"},"PeriodicalIF":2.2000,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children.\",\"authors\":\"Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman\",\"doi\":\"10.1044/2023_LSHSS-23-00152\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>We investigated the impact of narrative task complexity on macrostructure in both languages of bilingual kindergarten children and the relationship of macrostructure across languages to guide practitioners' choice of assessment tools and aid in interpretation of results.</p><p><strong>Method: </strong>Thirty-nine English-Hebrew bilingual kindergarten children (<i>M</i><sub>age</sub> = 65 months) retold two narratives in each language: a one-episode story and a three-episode story. Stories were coded for macrostructure using five story grammar (SG) elements: Internal State-Initiating Event, Goal, Attempt, Outcome, and Internal State-Reaction. Linear mixed and generalized linear mixed models were used to analyze scores for total macrostructure, episode, and SG elements; correlations were conducted to examine cross-language relations in macrostructure.</p><p><strong>Results: </strong>In general, performance on the single-episode story was significantly better than for the three-episode story: higher percentages of SG elements were produced, with better performance in the home language/English. In addition to Task and Language effects, Age and Episode (Episodes 1/2/3 of the three-episode story vs. one-episode story) emerged as predictors of macrostructure. Performance on the different episodes of the three-episode story varied, with Episode 3 yielding scores similar to those on the one-episode story. Children produced more Attempts and Outcomes than other SG elements. Finally, the total macrostructure scores yielded low to moderate correlations across languages for both one-episode and three-episode stories, but there were no significant cross-task (one-episode/three-episode story) correlations.</p><p><strong>Conclusions: </strong>The study illustrates the importance of task complexity in narrative performance. Ideally, assessment should include a variety of tools, which would include narratives varying in complexity. However, time constraints do not always permit this luxury. The findings here may offer more to therapists than to diagnosticians. Narratives should be manipulated for episodic complexity not only in the number of episodes but also with regard to characters, goals, feelings, and reactions to events.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25222094.</p>\",\"PeriodicalId\":54326,\"journal\":{\"name\":\"Language Speech and Hearing Services in Schools\",\"volume\":\" \",\"pages\":\"545-560\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-04-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Speech and Hearing Services in Schools\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2023_LSHSS-23-00152\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/2/16 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Speech and Hearing Services in Schools","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2023_LSHSS-23-00152","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/2/16 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children.
Purpose: We investigated the impact of narrative task complexity on macrostructure in both languages of bilingual kindergarten children and the relationship of macrostructure across languages to guide practitioners' choice of assessment tools and aid in interpretation of results.
Method: Thirty-nine English-Hebrew bilingual kindergarten children (Mage = 65 months) retold two narratives in each language: a one-episode story and a three-episode story. Stories were coded for macrostructure using five story grammar (SG) elements: Internal State-Initiating Event, Goal, Attempt, Outcome, and Internal State-Reaction. Linear mixed and generalized linear mixed models were used to analyze scores for total macrostructure, episode, and SG elements; correlations were conducted to examine cross-language relations in macrostructure.
Results: In general, performance on the single-episode story was significantly better than for the three-episode story: higher percentages of SG elements were produced, with better performance in the home language/English. In addition to Task and Language effects, Age and Episode (Episodes 1/2/3 of the three-episode story vs. one-episode story) emerged as predictors of macrostructure. Performance on the different episodes of the three-episode story varied, with Episode 3 yielding scores similar to those on the one-episode story. Children produced more Attempts and Outcomes than other SG elements. Finally, the total macrostructure scores yielded low to moderate correlations across languages for both one-episode and three-episode stories, but there were no significant cross-task (one-episode/three-episode story) correlations.
Conclusions: The study illustrates the importance of task complexity in narrative performance. Ideally, assessment should include a variety of tools, which would include narratives varying in complexity. However, time constraints do not always permit this luxury. The findings here may offer more to therapists than to diagnosticians. Narratives should be manipulated for episodic complexity not only in the number of episodes but also with regard to characters, goals, feelings, and reactions to events.
期刊介绍：
Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
