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The role of a dialogical intervention procedure on the learning and the evaluation of narrative in 5-to-8 years old French children

Abstract : At 8-9 years many children have still difficulties in telling coherent and causally-motivated stories, particularly when the internal states of the characters and a mentalistic understanding of the world are involved. The aim of this study is to contribute new results concerning the role of a dialogical intervention procedure on these narrative skills. To this effect, 140 French-speaking children aged 5 to 8 years followed an experimental procedure devised in earlier studies in which they told a story based on five pictures concerning a misunderstanding before and after having participated in a conversation with the experimenter or after having played a memory game (the control group). One week later performances on "stability" (same story) and "generalization" (analogous story) tasks and on two false belief tasks were recorded. Results show that from age six on, the conversation group improved their narratives, improvements that are stable and generalizables, and related to success in ToM tasks, confirming the role of the conversational intervention for learning and for the evaluation of narrative skills.
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https://halshs.archives-ouvertes.fr/halshs-00634772
Contributor : Edy Veneziano <>
Submitted on : Sunday, October 23, 2011 - 10:52:01 AM
Last modification on : Monday, December 14, 2020 - 6:12:25 PM

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  • HAL Id : halshs-00634772, version 1

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Edy Veneziano, Laetitia Albert, Chantal Caracci-Simon, Juliette Elie-Deschamps, Emilie Hebert, et al.. The role of a dialogical intervention procedure on the learning and the evaluation of narrative in 5-to-8 years old French children. 17th European Conference on Reading: Literacy and Diversity. Mons, Belgique. 31 juillet -3 août., Jul 2011, Mons, Belgium. ⟨halshs-00634772⟩

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