Brute facts, institutional facts, and non-institutional mental facts were studied. The philosophy of constructionism and the theory of intent provided a framework for this research. Intentionality provided the basis for social facts. Brute, institutional, and noninstitutional mental facts were operationally defined. This study analyzed the use of these facts in the narratives of 6-year-old boys and 9-year-old boys. There were a total of 19 participants in this research. This research established brute, institutional, and non-institutional mental facts as appropriate operational categories for studying children's narratives. The 6-year-old boys produced more brute facts than the 9-year-old boys. The 9-year-old boys produced significantly more institutional facts in spontaneous narratives than the 6-year-old boys. The production of non-institutional mental facts was not significantly different between the two groups. The discussion pertained to the ramifications of these results as related to spontaneous language samples, appropriate language sampling size, and the syntagmaticparadigmatic shift.
","abstract_html":"<p>Brute facts, institutional facts, and non-institutional mental facts were studied. The philosophy of constructionism and the theory of intent provided a framework for this research. Intentionality provided the basis for social facts. Brute, institutional, and noninstitutional mental facts were operationally defined. This study analyzed the use of these facts in the narratives of 6-year-old boys and 9-year-old boys. There were a total of 19 participants in this research. This research established brute, institutional, and non-institutional mental facts as appropriate operational categories for studying children's narratives. The 6-year-old boys produced more brute facts than the 9-year-old boys. The 9-year-old boys produced significantly more institutional facts in spontaneous narratives than the 6-year-old boys. The production of non-institutional mental facts was not significantly different between the two groups. The discussion pertained to the ramifications of these results as related to spontaneous language samples, appropriate language sampling size, and the syntagmaticparadigmatic shift.</p>","abstract_has_math":false,"creators":["Whipple, Adam Craig"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Speech and Hearing Sciences","degree_department":null,"school":null,"contributors":["John Muma","Steve Cloud","Jennifer Salgo-Corie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-12-01T08:00:00Z","date_published":"2013-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:06Z","subjects":["Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/574","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John Muma","Steve Cloud","Jennifer Salgo-Corie"]},{"key":"dc:creator","label":"Author","values":["Whipple, Adam Craig"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/574"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Brute facts, institutional facts, and non-institutional mental facts were studied. The philosophy of constructionism and the theory of intent provided a framework for this research. Intentionality provided the basis for social facts. Brute, institutional, and noninstitutional mental facts were operationally defined. This study analyzed the use of these facts in the narratives of 6-year-old boys and 9-year-old boys. There were a total of 19 participants in this research. This research established brute, institutional, and non-institutional mental facts as appropriate operational categories for studying children's narratives. The 6-year-old boys produced more brute facts than the 9-year-old boys. The 9-year-old boys produced significantly more institutional facts in spontaneous narratives than the 6-year-old boys. The production of non-institutional mental facts was not significantly different between the two groups. The discussion pertained to the ramifications of these results as related to spontaneous language samples, appropriate language sampling size, and the syntagmaticparadigmatic shift.
"]},{"key":"dc:title","label":"Title","values":["Narratives by Six Year Old and Nine Year Old Boys: Brute: Institutional, and Non-Institutional Mental Facts"]}]}],"canonical_facts":{"dc:contributor":["John Muma","Steve Cloud","Jennifer Salgo-Corie"],"dc:creator":["Whipple, Adam Craig"],"dc:date.available":["2018-11-28T08:00:00Z"],"dc:description.abstract":["Brute facts, institutional facts, and non-institutional mental facts were studied. The philosophy of constructionism and the theory of intent provided a framework for this research. Intentionality provided the basis for social facts. Brute, institutional, and noninstitutional mental facts were operationally defined. This study analyzed the use of these facts in the narratives of 6-year-old boys and 9-year-old boys. There were a total of 19 participants in this research. This research established brute, institutional, and non-institutional mental facts as appropriate operational categories for studying children's narratives. The 6-year-old boys produced more brute facts than the 9-year-old boys. The 9-year-old boys produced significantly more institutional facts in spontaneous narratives than the 6-year-old boys. The production of non-institutional mental facts was not significantly different between the two groups. The discussion pertained to the ramifications of these results as related to spontaneous language samples, appropriate language sampling size, and the syntagmaticparadigmatic shift.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/574"],"dc:subject":["Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"],"dc:title":["Narratives by Six Year Old and Nine Year Old Boys: Brute: Institutional, and Non-Institutional Mental Facts"],"thesis:degree_discipline":["Speech and Hearing Sciences"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:06Z"}