Effects of picture prompts on story retelling performance in typically developing children
Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 first graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a significant change in performance.
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Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
2015
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oai:scielo:S0102-797220150002003972015-09-10Effects of picture prompts on story retelling performance in typically developing childrenSella,Ana CarolinaBandini,Carmen Silvia MottaBandini,Heloísa Helena MottaRibeiro,Daniela MendonçaVieira,Hilton Caio Story retelling children pictures visual prompts Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 first graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a significant change in performance.info:eu-repo/semantics/openAccessCurso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do SulPsicologia: Reflexão e Crítica v.28 n.2 20152015-06-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722015000200397en10.1590/1678-7153.201528220 |
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Sella,Ana Carolina Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta Ribeiro,Daniela Mendonça Vieira,Hilton Caio |
spellingShingle |
Sella,Ana Carolina Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta Ribeiro,Daniela Mendonça Vieira,Hilton Caio Effects of picture prompts on story retelling performance in typically developing children |
author_facet |
Sella,Ana Carolina Bandini,Carmen Silvia Motta Bandini,Heloísa Helena Motta Ribeiro,Daniela Mendonça Vieira,Hilton Caio |
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Sella,Ana Carolina |
title |
Effects of picture prompts on story retelling performance in typically developing children |
title_short |
Effects of picture prompts on story retelling performance in typically developing children |
title_full |
Effects of picture prompts on story retelling performance in typically developing children |
title_fullStr |
Effects of picture prompts on story retelling performance in typically developing children |
title_full_unstemmed |
Effects of picture prompts on story retelling performance in typically developing children |
title_sort |
effects of picture prompts on story retelling performance in typically developing children |
description |
Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 first graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a significant change in performance. |
publisher |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
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2015 |
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http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722015000200397 |
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