The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

Abstract

Objective: This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book).

Method: Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences.

Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated.

Conclusion: Animation of picture stimuli did not elicit better narratives than static picture stimuli.