Content uploaded by Nancy Stein
Author content
All content in this area was uploaded by Nancy Stein on Nov 23, 2019
Content may be subject to copyright.
What's in a Story: Interpreting the Interpretations of Story Grammars
... Previously, different kinds of evaluation have been employed to study stories, interactive stories and visualisations for different purposes. Evaluations of stories tend to explore the different compositions of stories and their impact upon readers' comprehensions in order to verify the existence of cognitive structures (Greimas, 1971;Brown, 1975;Black and Wilensky, 1979;Stein, 1982;Wilensky, 1983;Ryan, 2008b;Cohn et al., 2012). Many evaluations of interactive stories are more concerned with the methods by which users interact with them, and the impact these methods may have upon users' experiences of interactive stories (Gee, 2001;Knickmeyer and Mateas, 2005;Pope, 2010;Vermeulen et al., 2010;Mitchell and McGee, 2011). ...
... This is one of the identified problems of story grammars that have been raised by subsequent theorists. Although there is substantial empirical evidence to suggest that people bring structural assumptions with them to readings of stories (Stein, 1982), there is concern over the assumed validity of such structures, in part due to the inconsistencies of their applications and assumptions made over their definitions (Garnham, 1983;Black and Wilensky, 1979;Wilensky, 1983). The hierarchical tree structures of story grammars have also been challenged by less linear models that could better reflect the complexities of cognitive hierarchies, the different 'readings' people bring to stories, and the different aspects of stories to which they respond (Ryan, 2008b). ...
This thesis presents the case for adopting comics in the design, visualisation and evaluation of interactive stories. The potential for comics to be employed in the representation of interactive story-driven material has been identified in previous work. However, there is a lack of theory or evidence upon which an informed approach can be based. Consequently, this thesis contributes a process for employing branching comics to design and visualise interactive stories informed by previous approaches to stories, interactive stories and visualisations. It is argued that comics have several advantages over previous methods of designing interactive stories due to their inherent structural compatibility with visualising hierarchies of abstraction of story content. A series of studies are conducted to demonstrate how comics can be employed to visualise abstraction levels, and how branching comics can be employed to evaluate interactive stories. Qualitative and quantitative methods related to both user experience and comprehension are employed, which demonstrate the advantages in the use of comics to explore a range of different phenomena related to creating, interpreting and using interactive stories.
... In general, story grammars view narra-tives as consisting of a setting, one or more episodes, and an ending [20]. However, as to the notion of story grammar, some researchers tend to investigate narratives at the macrostructure level based on six main components of setting, initiating event, internal response, explicit goal, attempts, and outcomes [10,25,26]. ...
Introduction: Developing children’s skills in producing oral narratives can reflect their linguistic and cognitive abilities. However, to evaluate these abilities appropriately, it is necessary to find and apply an efficient narrative assessment tool. This study primarily aimed to assess the reliability and validity of a picture story, as a narrative eliciting tool, based on Persian-speaking children’s narratives. This assessment is going to be done at the microstructure and macrostructure levels. Furthermore, to evaluate the power of the assessment tool, we explored the effect of age and gender variables on using different narrative elements at the microstructure and macrostructure levels. Materials and Methods: We used a picture story, “Frog, where are you?” to elicit oral narratives in 48 subjects, including 7-, 9-, and 11-year-old boys and girls. The reliability and validity of the tool were respectively assessed by test-retest and factor analysis. Results: The findings indicated a significantly high correlation between the evaluated features based on test-retest. Besides, factor analysis revealed four categories: sentence structures, references, conjunctions, measures of story length. They were valid indicators for assessing Persian-speaking children’s narratives. The results also showed a statistically significant difference among different age groups, but an insignificant effect of gender on using discursive features in the tales.Conclusion: The picture story “Frog, where are you?” can be used as a reliable and valid narrative eliciting tool for Persian data at the microstructure and macrostructure levels. Also, the age factor, but not the gender one, affects the stories recited by Persian children.
... Although definitions of narrative syntax vary widely in their terms, perspectives, and approaches (cf. Chompsky 1965;van Dijk 1972;Prince 1973;Stein 1982), the definition forwarded here follows that of William Labov (1972) and Frederick Amory (1980). According to Amory (following Labov [1972: 360]), '[narrative syntax] is to be conceived as a paratactic sequence of independent clauses, whose verb actions . . . ...
... Various attempts have been made to devise story grammars along the lines of Chomskyan generative grammar. Some of these grammars are still used or referred to today, especially in the context of folklore studies, empirical analysis (Stein 1982), cognitive studies and Artificial Intelligence (Ryan 1991). See also van Dijk (1972), Prince (1973), Rumelhart (1975), Mandler and Johnson (1977), Pavel (1985). ...
This 96 pp guide covers basic terms, approaches and models of narratological analysis. Recent revisions focus on an extended model of 'constructivist focalization' (still the most innovative section and personal hobby-horse), a revised chapter on embedded discourses including a taxonomy of quotational styles (such as DD, ID, FID etc.), plus updated links and references.
... Uzun (2004), eylemler üzerinde tek başına görülen -dI biçimbiriminin Türkçede bitmişlik görünüşünü işaretlediğini buna karşın üzerine geldiği eylemde diğer bir görünüş veya kip ekine ya da ad soylu sözcüklere ulanan ı-dI ekinin eylemin dilbilgisel zamanını gösterdiğini belirtmektedir. Uzun, Smith (1997) Anlatı metni şematik yapısı üzerinde yapılan çalışmalarda, anlatı metinlerinin kavramsal yapıları ile yüzeysel yapıları arasında bir ilişkinin var olduğu vurgulanmış ve anlatı metnindeki tümceden büyük birimleri ve bu birimler arasındaki ilişkileri betimlemeyen farklı anlatı yapıları ortaya konmuştur (Labov, 1972;Stein & Glenn, 1982;Riesmann, 1993). Farklı araştırmacılar tarafından geliştirilen farklı ancak birbirine benzeyen bu anlatı yapılarındaki ortak öğeler şu şekilde sıralanmaktadır: ...
Bu çalışmada Smith (1991)’in iki-bileşenli görünüş kuramı (two
component aspect theory) temel alınarak, çocuğun anadili eğitimi süreci içinde
maruz kaldığı en önemli yazılı girdi kaynaklarından biri olan Türkçe ders
kitabında yer alan anlatı metinlerinde bakış açısı görünüş (viewpoint aspect)
biçimbirimlerinin hangi hal türü (situation types) eylemleri ile kullanıldığının
bir sınıflaması yapılarak bu biçimbirimlerin anlatının ön ve arka planının
sunumunda yüklendikleri söylemsel özellikler araştırılmıştır. Ulaşılan nitel ve
nicel sonuçlar söz konusu anlatılarda bitmişlik biçimbirimlerinin bitirme ve
tamamlama eylemleri ile ön plan bilgisi; durum ve edim eylemleri ile ise arka
plan bilgisi; bitmemişlik biçimbirimlerinin dört hal türü eylemi ile her zaman
arka plan bilgisi sunduğunu göstermektedir. Bu dağılım anlatının
sunumundaki prototipik biçimlenişle uyumluluk göstermektedir.
Anahtar Sözcükler: Görünüş, hal türleri, bakış açısı, Türkçe ders kitapları,
anlatı metni, ön ve arka plan.
Preservice and practicing teachers analyzed and then designed innovative graphic narratives to understand and model the format for curricular inclusion in young adolescents’ learning.
Αγγελάκη, Ρ. (2021). Όψεις και απόψεις για τη νεότερη και σύγχρονη Ιστορία στο εικονογραφημένο παιδικό βιβλίο γνώσεων. Έρευνα στην Εκπαίδευση, 10(1), 181-194. doi:https://doi.org/10.12681/hjre.27404
Η νεότερη και σύγχρονη Ιστορία της Ελλάδος βρίθει από αναπροσαρμογές αναφορικά με τη συγκρότηση της εθνικής μας ταυτότητας και το «ενθυμείσθαι». Οι αναπροσαρμογές αυτές ερμηνεύονται πολλαπλά και μας υπενθυμίζουν, πέρα από την αφηγηματική γλώσσα της Ιστορίας, την καταλυτική δράση του χρόνου ως προς τη μεταβολή της ατομικής και, κατ’ επέκταση, της συλλογικής μνήμης, καθώς επίσης την προσπάθεια οικοδόμησής της με στοιχεία από διάφορες ιδεολογίες. Εξετάζοντας την πολιτισμική πορεία μας, διαπιστώνουμε πως η στροφή στη νεωτερικότητα διαφοροποίησε την εικόνα των οικονομικο-κοινωνικών, στρατιωτικο-πολιτικών και θρησκευτικών γεγονότων που διαμορφώθηκαν πριν από την Επανάσταση του 1821 και κατά τη διάρκειά της και εντοπίζουμε ολοένα και περισσότερες διαφοροποιημένες ερμηνείες που αφορούν στην εικόνα όσων διαδραμάτισαν σημαντικό ρόλο τόσο κατά τη διάρκεια της Οθωμανικής κυριαρχίας, όσο και στη διάρκεια της προετοιμασίας του απελευθερωτικού Αγώνα. Ιδιαίτερο ενδιαφέρον παρουσιάζουν οι «αναπαραστάσεις» που κατασκευάστηκαν, προκειμένου να «απεικονίσουν» τους κλέφτες και τους αρματωλούς: στα ακροβατώντα μεταξύ λογοτεχνικού και ιστορικού είδους Απομνημονεύματα, για παράδειγμα, όπου παρουσιάζεται η προσωπικότητα και εξιστορείται η δράση τους, σημειώνεται πλήθος αντιφάσεων- κυρίως, λόγω ζητημάτων πολιτειακής και οικονομικής φύσεως. Στο παρόν άρθρο θα εξεταστεί πώς η συγγραφέας Γιολάντα Χατζή, με τη συμβολή του εικονογράφου Πέτρου Χριστούλια και της ιστορικού Χριστίνας Κουλούρη, μέσα από το έργο της σειράς Μικρές ελληνικές ιστορίες με τίτλο «Κλέφτες και Αρματωλοί» (Καστανιώτης, 2020), επιχειρεί να μεταδώσει στα παιδιά πληροφορίες για τον θεσμό των ανδρών που συνέβαλαν στη εκδήλωση των πρότερων επαναστατικών κινημάτων και οδήγησαν στην Επανάσταση του 1821. Επιπλέον, θα εξεταστεί ο τρόπος με τον οποίο αποτυπώνει τις συνθήκες που επικρατούσαν κατά την περίοδο της οθωμανικής κυριαρχίας στον ελλαδικό χώρο. Επιπλέον, στην προσπάθεια να διερευνηθεί η δυναμική των παιδικών βιβλίων γνώσεων που πραγματεύονται το δίπολο ιστορία-Ιστορία, θα εξεταστεί αν προϊδεάζονται οι αναγνώστες μικρής ηλικίας για έννοιες με ποικίλες διαστάσεις, για συλλογικές πολιτισμικές κατασκευές και για τον τρόπο με τον οποίο διαμορφώνονται οι ιστορικές πραγματικότητες. Παράλληλα, θα σχολιαστεί κατά πόσον οι «διχασμένες» εθνικές παραδόσεις και οι διαφορετικές ερμηνείες επιβεβαιώνουν τη σύγκλιση της Ιστορίας με τη Λογοτεχνία.
This chapter examines models of story comprehension in relation to the specific constraints assumed to influence the process of constructing a coherent representation of stories. The chapter investigates the type of causal knowledge acquired about stories and whether this knowledge corresponds to hypotheses derived from current models of story understanding. It focuses on the development of story understanding by examining whether the very young, school-aged child has the ability to understand different types of stories. The chapter also integrates theoretical and development issues by discussing issues related to the acquisition of story schemata and the conditions under which learning from text occurs.
Some characteristics of story schemata and their role in encoding and retrieval of stories are briefly described. Story schemata are described in terms of the story grammar outlined in Mandler and Johnson (1977). Using the rules of the grammar, canonical two‐episode stories were generated as well as versions whose surface structure violated the posited underlying structure by interleaving the events of the two episodes. Predictions were made concerning the quantity, quality, and temporal sequencing of recall for the standard and interleaved versions. Recall by second‐, fourth‐, sixth‐grade, and adult subjects was studied. Quantity of recall was less for the interleaved stories but more marked differences were found in the quality of recall; many more distortions and repetitions occurred in recall of interleaved stories. The most pronounced effects were found in sequencing of recall. Subjects hearing interleaved stories showed a strong tendency to recall stories in their canonical form rather than in the correct input order. This tendency was more pronounced for children. It was suggested that children are more dependent on familiar schemata for retrieval than are adults.
An analysis of the underlying structure of simple stories is presented. It is claimed that this type of representation of stories is used to form schemata which guide encoding and retrieval. A type of tree structure containing basic units and their connections was found to be adequate to describe the structure of both single and multi-episode stories. The representation is outlined in the form of a grammar, consisting of rewrite rules defining the units and their relationships. Some transformational rules mapping underlying and surface structures are discussed. The adequacy of the analysis is first tested against Bartlett's protocols of “The War of the Ghosts.” Then a developmental study of recall is presented. It is concluded that both children and adults are sensitive to the structure of stories, although some differences were found. Finally, it is suggested that the schemata used to guide encoding and recall are related but not identical and that retrieval is dependent on the schemata operative at the time of recall.
Children's and adult's ability to use more than 1 method of recalling stories was investigated. Third-graders, sixth-graders, and adults were told 1 of 2 types of stories: (1) either normally constructed 2-episode stories in which 1 episode followed the other, or (2) stories in which the 2 episodes had been interleaved, thus violating canonical story structure. All subjects were able to recall the interleaved stories in a canonical separate-episode form but had difficulty in maintaining the interleaved order when asked to do so. The children had more difficulty in this regard than the adults, and the younger children were essentially unable to recall the stories in any other than their canonical form.
Using a story grammar, the present research probed the extent to which good readers in the third, sixth, and eleventh grades expect structures in stories, studied the nature of their expectations, and examined age-related similarities and differences in structural expectations. It was concluded that readers' responses to two tasks (a prediction task and a macro-cloze task) could be accounted for by the theory that readers expect particular structural elements and sequences of elements in stories, and that third-grade children tended to employ structural expectations less frequently than the older children. Readers at all three ages appeared to have similar structural expectations. The results were compared to other studies that used related procedures./// [French] Cette recherche, en utilisant une grammaire du récit, a approfondi l'étendue par laquelle les bons lecteurs des classes de neuvième, sixième et première prévoient les structures des récits qu'ils lisent, elle a également étudié la nature de leurs prévisions et examiné les ressemblances et différences ayant rapport à l'âge dans les prévisions structurelles. On en a conclu que les réponses des lecteurs à deux tâches (une tâche de prévision et une tâche "macro-cloze") peuvent être expliquées par la théorie suivante: les lecteurs prévoient des éléments structurels particuliers et des séquences d'éléments dans les récits et les éléves de neuvième tendent à déployer des prévisions structurelles de façon moins fréquente que les éléves plus âgés. Les lecteurs des trois niveaux ont semblé avoir des prévisions structurelles similaires. On a comparé les résultats à d'autres études qui ont utilisé des procédés ayant les mêmes rapports./// [Spanish] Utilizando una gramática con historias, la presente investigación examinó hasta qué punto buenos lectores de grados 3, 6 y 11 esperaban encontrar estructuras en las historias, estudió la naturaleza de lo esperado, y examinó similaridades y diferencias de expectativa estructural con relación a edad. Se llegó a la conclusión que las respuestas de los lectores a dos actividades (una de predicción y otra de completar "cloze"), podía atribuirse a la teoría que lectores esperan ciertos elementos y secuencias de elementos estructurales en historias, y que niños del tercer grado tendían a expresar expectativa estructural con menos frecuencia que los alumnos mayores. Los lectores de las tres diferentes edades parecían tener expectativas estructurales similares. Los resultados se compararon con otros estudios que utilizaron procedimientos relacionados.
The development of knowledge systems for realistic goal situations was examined by a story production and interview procedure with children at three age levels (6, 9, and 12). The development of children's expectations about the content of stories about being friendly, doing chores, and getting a dog was assessed in terms of a Taxonomy of Categories of Information derived from protocol data. Developmental and situational differences were assessed in terms of two aspects of a knowledge system: (1) the kinds of information in the knowledge base, and (2) the organization or functional role(s) of the information categories relative to problem solving. Developmental differences in the content of the knowledge bases were found for the Friendly and Chores situations, but not for Dogs. The changes were elaborative and systematic. Given that a category was present, there was no developmental change in the functional role(s) assigned a particular category. There were, however, situational differences in Motives, Obstacles, and Means functions for different information types. The data are discussed in terms of models of concept development and the role of content knowledge in models and explanations of inferential comprehension.
A series of experiments on comprehension and memory of common goal-directed events was carried out. Empirically based Plan schemata for two videotaped events were derived by asking subjects which actions were done “in order to” do other actions. An experiment on memory for videotaped events found a hierarchical pattern of recall and that the recall of goal-directed actions was superior to that of non-goal-directed actions, supporting the hypothesis that Plan schemata are used in the recall of events. An additional experiment showed that the temporal order of actions in observed events is reconstructed from the underlying Plan schema. A parallel series of recall experiments was carried out using prose descriptions of the videotaped events. Results replicated the earlier studies, suggesting that the recall of narrative prose is largely determined by the Plan schema of the underlying events.
To investigate the strategies children use in comprehending written stories, third, sixth, and ninth graders were given scrambled six‐sentence stories and asked to reorder them. Three versions of each of six stories were created. All were well‐formed stories, but the first version was the canonical form of the story predicted by story grammar rules; the second version began with a sentence questioning the conclusions of the canonical form, while in the third this conclusion began the story. Significant effects of grade and structure indicate that the canonical form is more easily ordered than are the other structures and also that third graders are much less accurate at the task than are sixth or ninth graders. Additionally, children were shown to use an event‐sequence strategy and to attend to various surface text features. However, the results suggest that the deep structure (story grammar structure) is of much greater importance in comprehension than are features of surface structure.
A number of recent models of the structure of stories from the oral tradition have been couched in the form of ‘story grammars’, which describe the types of information that listeners expect to encounter in a story and the organization they tend to impose on that information. In the present paper, we argue that such analyses of story structure may complement analyses of sentence structure as a source of evidence concerning ways in which psychological processing needs constrain the form of complex serial productions. In addition, we present two major extensions of our earlier model of story structure (Mandler and Johnson 1977). First, the use of the base rules to characterize stories which consist of more than one episode is developed, and selection restrictions on the application of these rules are presented. Second, a set of transformational rules is proposed to account for meaning-preserving variations in the surface form of stories, and constraints on the nature of such rules are considered. Finally, we discuss criteria by which the observational and descriptive adequacy of models of story structure may be evaluated. We conclude that more traditional sources of evidence for evaluating grammars, such as intuitive judgments about well-formedness and constituent structure, must be supplemented with evidence based on the relation of the proposed structures to the details of psychological processing.