Original Research
The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children
Submitted: 19 February 2013 | Published: 27 November 2013
About the author(s)
Daleen Klop, Division Speech-Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South AfricaLizanne Engelbrecht, Division Speech-Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South Africa
Abstract
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.
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British Journal of Developmental Psychology year: 2025
doi: 10.1111/bjdp.12555