An Analysis of Story Comprehension in Elementary School Children: A Test of a Schema.

Autor/inn/en	Stein, Nancy L.; Glenn, Christine G.
Titel	An Analysis of Story Comprehension in Elementary School Children: A Test of a Schema.
Quelle	(1975), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Processes; Conceptual Schemes; Educational Research; Elementary Education; Grade 1; Grade 5; Listening Comprehension; Memory; Primacy Effect; Prose; Recall (Psychology); Research Methodology + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Hörverständnis; Gedächtnis; Primäreffekt; Prosa; Abberufung; Research method; Forschungsmethode
Abstract	This paper presents a schema developed to investigated story recall in elementary school children, and describes the results of a study which tested the schema with first and fifth graders. The story schema, a theoretical model which formally defines the types of strategies, operations, and structures inherent in the processor of story information, is defined and its assumptions and rules are discussed in detail. The study of 48 first and fifth graders examined: (1) the effect of age and time on the production of stories; and (2) the usefulness of making distinctions between different types of story information. Each of the children listened while the experimenter read two of the four stories selected for the study. The children were then asked to recall the stories after 20 seconds of counting exercises, and again after one week. Although there were significant differences in total accurate recall due to age and time conditions, the organization of recall in terms of saliency of informational units was found to be extremely stable. The types of frequency of category information recalled were consistent across stories, grade level, and within time conditions, which suggests that certain types of information are more important than others in producing stories and that story recall is somewhat independent of simple primacy and recency effects. (Author/ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01