{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23447"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23447","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Anaphoric reference in oral narratives of 6- and 7-year-old children","abstract":"The present study investigates 6- to 7-year-old children's ability to use anaphoric pronominal reference in oral narratives. For frequency of anaphoric pronoun use, there appears to be a significant difference between child and adult performance. Although children and adults generally refer to the same categories of noun referents, children evidence a greater number of noun referents in their narratives. Age was found to be a significant factor for appropriate use of nominals and pronominals with respect to their function within narratives. Children tend to rely heavily on using pronominals to serve both in maintaining reference (correct usage) as well as switching reference (incorrect usage) to characters and objects in stories. Children are significantly better at appropriate usage of nominals and pronominals for the unstructured conversational narrative than for the structured narrative of story retelling. Within-group comparison of child subjects according to their scores on the Peabody Individual Achievement Test indicate that even small differences in reading ability were significantly related to increases in appropriate functional usage of nominals and pronominals in narratives.","abstract_html":"The present study investigates 6- to 7-year-old children's ability to use anaphoric pronominal reference in oral narratives. For frequency of anaphoric pronoun use, there appears to be a significant difference between child and adult performance. Although children and adults generally refer to the same categories of noun referents, children evidence a greater number of noun referents in their narratives. Age was found to be a significant factor for appropriate use of nominals and pronominals with respect to their function within narratives. Children tend to rely heavily on using pronominals to serve both in maintaining reference (correct usage) as well as switching reference (incorrect usage) to characters and objects in stories. Children are significantly better at appropriate usage of nominals and pronominals for the unstructured conversational narrative than for the structured narrative of story retelling. Within-group comparison of child subjects according to their scores on the Peabody Individual Achievement Test indicate that even small differences in reading ability were significantly related to increases in appropriate functional usage of nominals and pronominals in narratives.","abstract_has_math":false,"creators":["Wiley, Harolynn Marie Okita"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech and Hearing Science","degree_department":null,"school":null,"contributors":["Johnson, Cynthia J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:14:30Z","date_published":"2011-05-07T14:14:30Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Health Sciences, Speech Pathology","Psychology, Developmental"],"languages":["eng"],"rights":["Copyright 1991 Wiley, Harolynn Marie Okita"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9211035","(UMI)AAI9211035"],"render_values":[{"text":"AAI9211035","href":null,"code":true},{"text":"(UMI)AAI9211035","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23447","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Cynthia J."]},{"key":"dc:creator","label":"Author","values":["Wiley, Harolynn Marie Okita"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:14:30Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health Sciences, Speech Pathology","Psychology, Developmental"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Wiley, Harolynn Marie Okita"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9211035","(UMI)AAI9211035","http://hdl.handle.net/2142/23447"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present study investigates 6- to 7-year-old children's ability to use anaphoric pronominal reference in oral narratives. For frequency of anaphoric pronoun use, there appears to be a significant difference between child and adult performance. Although children and adults generally refer to the same categories of noun referents, children evidence a greater number of noun referents in their narratives. Age was found to be a significant factor for appropriate use of nominals and pronominals with respect to their function within narratives. Children tend to rely heavily on using pronominals to serve both in maintaining reference (correct usage) as well as switching reference (incorrect usage) to characters and objects in stories. Children are significantly better at appropriate usage of nominals and pronominals for the unstructured conversational narrative than for the structured narrative of story retelling. Within-group comparison of child subjects according to their scores on the Peabody Individual Achievement Test indicate that even small differences in reading ability were significantly related to increases in appropriate functional usage of nominals and pronominals in narratives.","\"The overall purpose of the present study was to identify the linguistic performance of children who, at this age-level, have just begun their formal school careers. It does appear that they are operating with a high degree of accuracy in terms of anaphora, although aspects of development such as the ability to appropriately match form to function are still not equivalent to adult performance. It further appears that the form-function mapping of anaphoric reference is in a critical stage of development in the 6- to 7-year-old. This suggests that other linguistic \"\"forms\"\" may be at critical periods due to the fact that language demands on the child are increasing according to the changing expectations of the academic and social environment.\"","Made available in DSpace on 2011-05-07T14:14:30Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9211035.pdf: 5347217 bytes, checksum: d61ebec6d71bb87d8f4b9e6e75b809c6 (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:04:32Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:30:51-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Anaphoric reference in oral narratives of 6- and 7-year-old children"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Cynthia J."],"dc:creator":["Wiley, Harolynn Marie Okita"],"dc:date":["2011-05-07T14:14:30Z","10000-01-01","1991"],"dc:description":["The present study investigates 6- to 7-year-old children's ability to use anaphoric pronominal reference in oral narratives. For frequency of anaphoric pronoun use, there appears to be a significant difference between child and adult performance. Although children and adults generally refer to the same categories of noun referents, children evidence a greater number of noun referents in their narratives. Age was found to be a significant factor for appropriate use of nominals and pronominals with respect to their function within narratives. Children tend to rely heavily on using pronominals to serve both in maintaining reference (correct usage) as well as switching reference (incorrect usage) to characters and objects in stories. Children are significantly better at appropriate usage of nominals and pronominals for the unstructured conversational narrative than for the structured narrative of story retelling. Within-group comparison of child subjects according to their scores on the Peabody Individual Achievement Test indicate that even small differences in reading ability were significantly related to increases in appropriate functional usage of nominals and pronominals in narratives.","\"The overall purpose of the present study was to identify the linguistic performance of children who, at this age-level, have just begun their formal school careers. It does appear that they are operating with a high degree of accuracy in terms of anaphora, although aspects of development such as the ability to appropriately match form to function are still not equivalent to adult performance. It further appears that the form-function mapping of anaphoric reference is in a critical stage of development in the 6- to 7-year-old. This suggests that other linguistic \"\"forms\"\" may be at critical periods due to the fact that language demands on the child are increasing according to the changing expectations of the academic and social environment.\"","Made available in DSpace on 2011-05-07T14:14:30Z (GMT). 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