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minijoe 發問時間: 社會與文化語言 · 10 年前


The narrative skills of each child were assessed at ages 8 and 9 using the picture book Frog, Where Are You? by Mercer Mayer (1969), which has been studied extensively in numerous investigations with children and adults (Berman & Slobin, 1994). The book’s illustrations depict a boy’s alarm and disappointment at discovering that his pet frog has escaped, followed by a relatively complicated series of attempts to locate the frog and the boy’s eventual reunion with his pet.

At age 8 and age 9, each child was asked to preview the book silently and

then to “tell the story, page by page” as he or she paged through the book. At age 9, each child was then asked to narrate the story again in a supported telling condition, which was designed to elicit comments about characters’ emotions, characters’ speech, and causal connectors. The children were introduced to the three types of evaluative comments prior to their second telling of the story. If the child did not spontaneously mention the evaluative information targeted on a given page, the experimenter prompted him using a predetermined protocol of questions and statements (e.g., “I wonder what the boy is saying to those frogs.”). There were five probes for each type of evaluative comment. The child was asked about how the boy was feeling when he looked at his frog (p. 1), when he saw the empty jar (p. 3), when he saw the dog fall out the window (p. 7), when he was carried off by the deer (p. 18), and when he found more frogs (p. 27). Causal explanations were elicited for the events of the jar breaking (p. 7), the boy covering his nose (p. 11), the dog running from the bees (p. 15), the boy and dog falling off the cliff (pp. 20–21), and the boy holding his hand to his ear (p. 23). Character speech was probed for the boy calling the frog (p. 5), calling the mole (p. 11), calling the frog in a tree (p. 13), calling the frog from a rock (p. 17), and waving to the frog family (pp. 28–29).

2 個解答

  • 10 年前



    然後以“講故事,一頁頁”,因為他或她分頁書。 9歲的時候,當時要求每個孩子來敘述這個故事再次告訴了受支持的條件下,它的目的是徵求意見,有關人物的情感,人物的講話,因果連接器。孩子們引入了三種類型的評價意見之前,他們的第二個講的故事。如果孩子沒有提及自發評價信息為對象的特定網頁,實驗者促使他用一個預定的協議和聲明的問題(例如,“我不知道孩子在說這些青蛙。”)。有五個探頭為每個類型的評價意見。這孩子是男孩被問及感覺如何時,他看著他的青蛙(第1),當他看見空罐子(第3頁),當他看見狗掉出窗外(第7),當他被帶走的鹿(第18頁),當他發現了更多的青蛙(第27頁)。因果關係的解釋是對事件引發的罐子破(第7),男孩覆蓋他的鼻子(第11頁),狗跑從蜜蜂(第15頁),男孩和狗掉下懸崖(頁。20-21),男孩握住他的手,他的耳朵(第23頁)。探討人物講話的男孩調用青蛙(第5頁),調用摩爾(第11頁),調用青蛙在樹(第13頁),調用青蛙從岩石(第17),並揮手青蛙家族(第28-29頁)。

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    參考資料: me++
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  • 10 年前


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