Effects of Scriptedness on Children's Generation of Expository Narratives

The effects of scriptedness upon expository narrative generation were examined. Children, ranging in age from three to nine years old, were seen individually for two sessions. It was hypothesized that the effects of scriptedness would vary across age levels. Tests for language and cognitive abilities were adminstered in the first session to confirm teacher report of normal development. In the second session, the children were asked to give instructions for eight tasks, four scripted and four unscripted, to a confederate child. Language was transcribed and measures of linguistic complexity and accuracy were calculated. There was a significant main effect for scriptedness in all age groups. Some performance measures too included the occurance of mazes, type-token ratio, and pronoun use, reflected developmental trends, indicating different effects for scriptedness across age levels. These findings have important implications for speech-language pathologists who use language sampling as an assessment tool.

Name thesis:degree_name

Master of Science in Communication Sciences and Disorders

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Communication Sciences and Disorders

Year

1996

Author dc:creator

• Jones, Patricia L.

Contributors dc:contributor

• Julie Masterson

• Communication Sciences and Disorders

Statement dc:rights

• © Patricia L. Jones

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/1018

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-2019