By Carole Peterson
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Additional info for Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative
Basically, something happens to protagonists, which causes them to respond to it or to set up a goal. Their actions or their attempts to accomplish the goal result in some resolution or state of affairs that terminates the episode. Episodes may follow one another sequentially or be embedded within other episodes. Investigators differ in the details of their "story grammars," but all of them parse stories into informational nodes showing how a protagonist solves a problem; these nodes include such information as initiating events, goals, attempts to accomplish those goals, and consequences.
We were struek by similarities in the foeus or angle ehildren took in their narratives. In talking about a ear wreek, one eould stress the way it interfered with one's plans, or the damage to the ear or landseape, or the events preeipitating the aeeident. 0) Volunteered or mise. 5) 1 (11. 0) 19 (11. 2 Average Number Number and (Average Length) of Narratives Produeed for Eaeh Prompt Topie Topie Table 3. 4) Average Length w :;0 t%j ~t-3 ("'J (j\ N PRODUCTION OF NARRATIVES 27 hanging on," or the death of partieipants.
21) It is the isomorphic correspondence between incoming information and underlying cognitive structures which allows a subject to construct and retrieve an accurate representation of stories, not that story memory is an abstractive process. 191) These researchers suggest that they have provided evidence supporting the psychological reality of (episodic) structure. Thus Mandler et al. (1980) found highly similar patterns of recall of stories by Liberian and American people; the fact that two very different peoples do the same things in recalling stories supposedly hints at a cultural universal, one way of supporting the psychological reality of episodic structure.