Academic Journal
Children's Oral Narrative Skills Through the Lens of Internal State Terms: A Large-Scale Study of Fictional Stories Elicited With the Multilingual Assessment Instrument for Narratives.
| Τίτλος: | Children's Oral Narrative Skills Through the Lens of Internal State Terms: A Large-Scale Study of Fictional Stories Elicited With the Multilingual Assessment Instrument for Narratives. |
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| Συγγραφείς: | Gagarina N; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany., Bohnacker U; Department of Linguistics and Philology, Uppsala University, Sweden., Bohn M; Institute of Psychology in Education, Leuphana University Lüneburg, Germany., Armon-Lotem S; Department of English Literature and Linguistics and the Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel., Abashidze D; Humboldt University of Berlin, Germany., Alamshoev Q; Research Institute of Culture and Information, Dushanbe, Tajikistan., Alkhimchenkova D; Humboldt University of Berlin, Germany., Altman C; Child Development Faculty of Education and the Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel., Amanov Amirkul; School of Social Sciences, Kazakh-British Technical University, Almaty, Kazakhstan., Amora KK; Research Centre for Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary., Antonijevic S; Speech and Language Therapy, Institute for Lifecourse and Society, Speech and Language Therapy, Institute for Lifecourse and Society, University of Galway, Ireland., Aparici M; Departament de Psicologia Bàsica, Evolutiva i de l'Educació, Universitat Autònoma de Barcelona, Bellaterra, Spain., Argus R; School of Humanities, School of Humanities, Tallinn University, Estonia., Białecka M; Nicolaus Copernicus University, Toruń, Poland., Blom E; Development and Education of Youth in Diverse Societies, Department of Education and Pedagogy, Utrecht University, the Netherlands., Boerma T; Development and Education of Youth in Diverse Societies, Department of Education and Pedagogy, Utrecht University, the Netherlands., Camus Torres A; Departament de Psicologia Bàsica, Evolutiva i de l'Educació, Universitat Autònoma de Barcelona, Bellaterra, Spain., Chan A; Research Centre for Language, Cognition, and Neuroscience, Department of Language Science and Technology, The Hong Kong Polytechnic University, Hung Hom, Hong Kong SAR., Chimirala UM; Department of Law, NALSAR University of Law, Hyderabad, India., Chondrogianni V; School of Philosophy, Psychology and Language Sciences, School of Philosophy, Psychology and Language Sciences, The University of Edinburgh, United Kingdom., Dabašinskienė I; Department of Lithuanian Studies, Vytautas Magnus University, Kaunas, Lithuania., De Gaudio E; Department of Modern Literature and Cultures, Department of Modern Literature and Cultures, Sapienza University of Rome, Italy., Fichman S; Department of English Literature and Linguistics and the Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel., Galkina E; Arabaev Kyrgyz State University, Bishkek, Kyrgyzstan., Garcia R; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany.; Department of Speech Pathology, University of the Philippines Manila., Golegos A; Department of Linguistics, University of Konstanz, Germany.; Department of German and Scandinavian Studies, University of Zurich, Switzerland., Haman E; Faculty of Psychology, Faculty of Psychology, University of Warsaw, Poland., Hrzica G; Department of Speech and Language Pathology, Faculty of Education and Rehabilitation Sciences, University of Zagreb, Croatia., Huff M; Leibniz-Institut für Wissensmedien, University of Tübingen, Germany., Iefremenko K; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany., Janikova M; Department of Communication Disorders, Comenius University Bratislava, Slovakia., Jensen de López K; Department of Culture and Communication, The Faculty of Social Sciences and Humanities Cognition, Development and Clinical Psychology, Aalborg University, Denmark., Kapalková S; Department of Communication Disorders, Comenius University Bratislava, Slovakia., Karpava S; Department of English Studies, University of Cyprus, Nicosia., Klop D; Division of Speech-Language Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa., Komeili M; School of Rehabilitation Science, College of Medicine, University of Saskatchewan, Saskatoon, Canada., Kunnari S; Speech and Language Pathology, Speech and Language Pathology, Åbo Akademi University, Turku, Finland.; Research Unit of Logopedics, Research Unit of Logopedics, University of Oulu, Finland., Kütt-Leedis A; School of Humanities, School of Humanities, Tallinn University, Estonia., Levorato C; Department of Developmental Psychology and Socialisation, University of Padua, Italy., Lindgren J; Department of Scandinavian Languages, Uppsala University, Sweden., Maganti M; Department of Psychology, Department of Psychology, Krea University, Sri City, India., Maigaard J; Department of Culture and Communication, The Faculty of Social Sciences and Humanities Cognition, Development and Clinical Psychology, Aalborg University, Denmark., Marinis T; Department of Linguistics, University of Konstanz, Germany., Mattiauda E; University College London, United Kingdom., Muszyńska K; Faculty of Psychology, Faculty of Psychology, University of Warsaw, Poland., Nyarko G; Truman State University, Kirksville, MO., O'Malley MP; Speech and Language Therapy, Institute for Lifecourse and Society, Speech and Language Therapy, Institute for Lifecourse and Society, University of Galway, Ireland., Oriikiriza C; Department of Linguistics, English Language and Communication Skills, Makerere University, Kampala, Uganda., Otwinowska-Kasztelanic A; Faculty of Psychology, Faculty of Psychology, University of Warsaw, Poland., Peristeri E; School of English, Aristotle University of Thessaloniki, Greece., Perovic A; Department of Psychology, Department of Psychology, Krea University, Sri City, India., Raman MG; Department of Materials Development, Testing and Evaluation, English and Foreign Languages University, Hyderabad, India., Roch M; Department of Developmental Psychology and Socialisation, University of Padua, Italy., Sekerina I; Department of Psychology, College of Staten Island, City University of New York, NY., Smith A; Division of Speech-Language Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa., Sternharz A; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany., Sun H; Nanyang Technological University, Singapore., Talebi A; School of Rehabilitation Science, College of Medicine, University of Saskatchewan, Saskatoon, Canada., Topaj N; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany., Tselekidou F; Research Area 2: Language Development and Multilingualism, Leibniz-Centre General Linguistics, Berlin, Germany., Tsimpli IM; Department of Theoretical and Applied Linguistics, University of Cambridge, United Kingdom., Uziel S; Early Childhood Program and Department of Communication Disorders, Achva Academic College, Arugot, Israel., Välimaa T; Speech and Language Pathology, Speech and Language Pathology, Åbo Akademi University, Turku, Finland.; Research Unit of Logopedics, Research Unit of Logopedics, University of Oulu, Finland., Yang W; School of Foreign Studies, Xi'an Jiaotong University, Shaanxi, China., Yim D; Department of Communication Disorders, Ewha Womans University, Seoul, South Korea., Walters J; Department of English Literature and Linguistics and the Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel. |
| Πηγή: | Language, speech, and hearing services in schools [Lang Speech Hear Serv Sch] 2026 Oct 08; Vol. 57 (4), pp. 1130-1150. Date of Electronic Publication: 2026 Sep 28. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: American Speech and Hearing Assn Country of Publication: United States NLM ID: 0323431 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-9129 (Electronic) Linking ISSN: 01611461 NLM ISO Abbreviation: Lang Speech Hear Serv Sch Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: Washington, American Speech and Hearing Assn. |
| Ιατρικοί όροι (MeSH): | Multilingualism* , Narration* , Child Language*, Humans ; Child ; Child, Preschool ; Adolescent ; Male ; Female ; Language Tests |
| Περίληψη: | Purpose: This article investigates the development of oral narrative skills in children through the lens of internal states in a large cross-linguistic data set of comparable fictional stories. Method: In a joint effort of research groups around the world, 5,507 picture-based stories were elicited from 2,763 monolingual and bilingual typically developing (TD) children aged 3-13 years in 32 countries across 44 languages with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). These were transcribed and coded for internal state terms (ISTs) that express story characters' thoughts, emotions, and perceptions. Using generalized mixed models, we investigated the likelihood of a child producing ISTs in the stories, as influenced by age, monolingualism versus bilingualism, and, for bilinguals, first language versus second language, elicitation mode (telling vs. retelling), IST type, story type, and story length. Results: We found strong positive effects of age and elicitation mode (retelling) on IST production, but no differences between monolinguals and bilinguals or for bilinguals in their two languages. Children were far more likely to produce ISTs as initiating events than ISTs as reactions. Story length only predicted IST production in younger children, but not in older ones. Conclusions: As shown by this large-scale sample, children's skills in making explicit the internal states of characters in fictional stories develop substantially during the primary school years, across languages, and for both monolingual and bilingual learners. The robust facilitative effect of retelling suggests that retelling may be particularly suitable to use with MAIN when researchers/clinicians are interested in assessing a child's ability to verbalize internal states. Future research should examine ISTs in children with developmental disorders and explore their application in intervention. Supplemental Material: https://doi.org/10.23641/asha.33857551. |
| Entry Date(s): | Date Created: 20260928 Date Completed: 20261008 Latest Revision: 20261008 |
| Update Code: | 20261009 |
| DOI: | 10.1044/2026_LSHSS-25-00147 |
| PMID: | 42803780 |
| Βάση Δεδομένων: | MEDLINE |
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