Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2024-04-11 Epub Date: 2024-02-16 DOI:10.1044/2023_LSHSS-23-00152

Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman

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Abstract

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 (M_age = 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.

Supplemental material: https://doi.org/10.23641/asha.25222094.

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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

目的：我们研究了叙述任务的复杂性对双语幼儿园儿童两种语言的宏观结构的影响，以及宏观结构在不同语言之间的关系，以指导从业人员选择评估工具并帮助解释结果：方法：39 名英语和希伯来语双语幼儿园儿童（年龄 = 65 个月）分别用两种语言复述了两个故事：一个单集故事和一个三集故事。我们使用五个故事语法（SG）元素对故事的宏观结构进行编码：内部状态-发起事件、目标、尝试、结果和内部状态-反应。使用线性混合模型和广义线性混合模型分析宏观结构、情节和 SG 要素的总分；使用相关性分析宏观结构的跨语言关系：总体而言，单集故事的成绩明显优于三集故事：SG 要素的百分比更高，母语/英语的成绩更好。除了任务和语言效应外，年龄和情节（三集故事的第 1/2/3 集与单集故事）也是宏观结构的预测因素。儿童在三集故事的不同情节上的表现各不相同，第三集故事的得分与单集故事相似。儿童的 "尝试 "和 "结果 "的得分高于其他 SG 要素。最后，无论是单集故事还是三集故事，宏观结构总分在不同语言中都有低到中等程度的相关性，但跨任务（单集故事/三集故事）相关性并不显著：本研究说明了任务复杂性对叙事表现的重要性。理想情况下，评估应包括各种工具，其中应包括不同复杂程度的叙事。然而，由于时间限制，并不总能做到这一点。这里的研究结果对治疗师的帮助可能大于对诊断人员的帮助。不仅应在情节数量上，而且应在人物、目标、情感和对事件的反应方面对叙述进行情节复杂性的处理。补充材料：https://doi.org/10.23641/asha.25222094。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

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.