Effect of Event Repetition on the Production of Story Grammar in Children's Event Narratives

• NCJ Number: 234527
• Journal: Child Abuse & Neglect Volume: 35 Issue: 3 Dated: March 2011 Pages: 180-187
• Author(s): Brooke B. Feltis; Martine B. Powell; Kim P. Roberts
• Date Published: March 2011
• Length: 8 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study examined the effect of event repetition on the amount and nature of story-grammar produced by children 4 (n=50) and 7 years old (n=56) when recalling similar events in which details varied across multiple occurrences.

Abstract

According to Stein and Glenn (1979), a linguistically complete narrative account consists of seven logically sequenced story-grammar elements. These elements include the setting that refers to the physical and/or temporal location where events occurred; the initiating event; the protagonist's internal response (i.e., affective state); the plan that refers to a set of intentions formed in the mind of the person affected by the initiating event; the attempt (what the person did in his/her effort to execute the plan); the direct consequences or outcome of this attempt; and the resolution or outcome of the story. Adherence to the story-grammar element begins around 4 years old; and by 6 years old children can typically provide appropriate setting information, initiating actions, and characters' goals; they may also attempt to develop a plot. The current study found that more story-grammar detail and more links between individual story-grammar elements were reported about the final occurrence compared to a single occurrence. The amount of story-grammar increased with age and decreased over time. In addition an interaction was found that showed the effect of the retention interval on the production of story-grammar was negligible for older children who experienced the repeated event. Thus, event repetition had a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study shows the importance of eliciting free recall when conducting evidential interviews with child witnesses who have been involved in repeated events. 3 tables, 1 figure, and 38 references