Relevant bibliographies by topics / Narrative task

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Narrative task'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Narrative task"

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SHIRO, MARTHA. "Genre and evaluation in narrative development." Journal of Child Language 30, no. 1 (2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.

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In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age a
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Mills, Monique T., Ruth V. Watkins, and Julie A. Washington. "Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children." Language, Speech, and Hearing Services in Schools 44, no. 2 (2013): 211–23. http://dx.doi.org/10.1044/0161-1461(2012/12-0021).

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Purpose To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, Grades 2–5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences
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Tönsing, Kerstin M., and Herman Tesner. "Story Grammar Analysis of Pre-schoolers' Narratives: An Investigation into the Influence of Task Parameters." South African Journal of Communication Disorders 46, no. 1 (1999): 37–44. http://dx.doi.org/10.4102/sajcd.v46i1.726.

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This study aimed at examining the influences of the parameters of the narrative task (administered to the pre-schooler) on narrative structure. Seventeen pre-school children were selected as subjects. Five narrative tasks were administered to each subject. The narratives were analysed for length and structure. Mainly two factors were found to influence the length and structure of the produced narratives; firstly, the presence or absence of a 'model' on which the child could base his/her narrative, and, secondly, the structure inherent in this 'model'. The implications of the study for clinical
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Cavalcanti, Erinaldo Vicente. "História, narrativa e ensino: diálogos, limites e possibilidades de uma reflexão teórica / History, narrative and education: dialogues, limits and possibilities of a theoretical reflection." Revista de História e Historiografia da Educação 4, no. 10 (2020): 207. http://dx.doi.org/10.5380/rhhe.v4i10.72380.

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A narrativa foi — e é — objeto de reflexão na ciência história por diferentes autores e distintas abordagens. Este artigo acompanha o movimento de análise que tematiza a narrativa histórica, a fim de ampliar a reflexão acerca do “estatuto narrativo” da História acadêmica e didática e entender os limites e as possibilidades de sua pretensão em representar o passado. Com essa problematização, almeja-se colocar a narrativa como foco de análise no ensino de História como caminho passível para enfrentar as disputas de narrativas que perfilam o cotidiano da sala de aula. Para tanto, recorre-se a dif
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Moonsamy, Sharon, Heila Jordaan, and Kirston Greenop. "Cognitive Processing and Narrative Discourse Production in Children with ADHD." South African Journal of Psychology 39, no. 3 (2009): 326–35. http://dx.doi.org/10.1177/008124630903900307.

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Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to thei
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Fiestas, Christine E., and Elizabeth D. Peña. "Narrative Discourse in Bilingual Children." Language, Speech, and Hearing Services in Schools 35, no. 2 (2004): 155–68. http://dx.doi.org/10.1044/0161-1461(2004/016).

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Purpose: This study investigated the effect of language on Spanish-English bilingual children’s production of narrative samples elicited in two ways. Method: Twelve bilingual (Spanish-English-speaking) children ranging in age from 4;0 (years;months) to 6;11 who were fluent speakers of English as a second language produced two narratives—one elicited by using a wordless picture book and another by using a static picture. The children produced stories for each task in each language, for a total of four stories. For the book task, the story complexities were compared across both languages. Storie
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Resende, Fernando. "Journalism Discourse and the narrative of resistance." Brazilian Journalism Research 1, no. 1 (2005): 177–94. http://dx.doi.org/10.25200/bjr.v1n1.2005.39.

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This paper aims at refl ecting upon journalistic narratives. The text is intended to carry out the task of reinventing the past, for the purpose of enlarging the notion one has concerning the narrative possibilities in the journalistic fi eld. The relation between the process of cultural modernization and the history of formation of the journalistic discourse in Brazil somehow makes explicit the predominance of a journalistic way of narrating that has been regulated almost exclusively at a technical level. In this particular matter, learning about the journalistic discourse in its historical per
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Schachter, Rachel E., and Holly K. Craig. "Students' Production of Narrative and AAE Features During an Emergent Literacy Task." Language, Speech, and Hearing Services in Schools 44, no. 3 (2013): 227–38. http://dx.doi.org/10.1044/0161-1461(2013/12-0034).

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Purpose This study examined child production of narrative features and of African American English (AAE) during a wordless storybook oral narrative task. Method Participants were 30 AAE-speaking African American kindergarten and 1st grade students from low- and mid-socioeconomic status homes. Story grammar (SG), story literary technique (SLT), and AAE features were examined. Results Young AAE-speaking students used a variety of SG narrative features to develop the plot in their oral stories. Students also used multiple SLT elaborative features, though some techniques were used more frequently
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Epling, Samantha L., Graham K. Edgar, Paul N. Russell, and William S. Helton. "Is Semantic Vigilance Impaired by Narrative Memory Demands? Theory and Applications." Human Factors: The Journal of the Human Factors and Ergonomics Society 61, no. 3 (2018): 451–61. http://dx.doi.org/10.1177/0018720818805602.

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Objective: Two verbal tasks were utilized in a dual-task paradigm to explore performance theories and prior dual-tasking results. Background: Both the decline in vigilance performance over time, or vigilance decrement, and limited dual-tasking ability may be explained by limited mental resources. Resource theorists would recommend removing task demands to avoid cognitive overload, while mindlessness theorists may recommend adding engaging task demands to prevent boredom. Prior research demonstrated interference between a verbal free recall and semantic vigilance task, but exploring tasks with
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Hicks, Deborah. "Narrative skills and genre knowledge: Ways of telling in the primary school grades." Applied Psycholinguistics 11, no. 1 (1990): 83–104. http://dx.doi.org/10.1017/s0142716400008304.

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ABSTRACTChildren in the preschool years develop a linguisticrepertoireof narrative skills as they adapt their ways of representing events to different occasions of language use. The present study examines the abilities of primary school children to draw upon their repertoire of narrative skills in the service of language tasks. Children in grades K-2 were shown a shortened version of the silent film,The Red Balloon, and were asked to perform three narrative tasks: (a) produce an on-line narration of a 3-minute segment from the film, (b) recount the film's events as a news report, and (c) recou
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Dissertations / Theses on the topic "Narrative task"

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Inoue, Chihiro. "Task parallelness : investigating the difficulty of two spoken narrative tasks." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.653053.

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This thesis explores how task parallelness might be established; this is of fundamental importance to any discussion in the areas of language testing and task-based research, where the equivalence of tasks is a prerequisite. Five pilot studies were conducted using two spoken narrative tasks from an ongoing speaking test of English in Japan, the Standard Speaking Test, including two feasibility studies using several linguistic variables to analyse candidate performances, a study of expert judgements of the two tasks, a study of the linguistic performance of native speakers of English, and a stu
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Tavakoli, Parvaneh. "Oral narrative tasks and second language performance : an investigation of task characteristics." Thesis, King's College London (University of London), 2004. https://kclpure.kcl.ac.uk/portal/en/theses/oral-narrative-tasks-and-second-language-performance--an-investigation-of-task-characteristics(7d58ab3d-4b7b-4d49-909c-8e9221986ca2).html.

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Gilabert, Guerrero Roger. "Task Complexity and L2 Narrative Oral Production." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1662.

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This study explores the impact of manipulating Task Complexity simultaneously along both pre-task planning time and the degree of displaced, past time reference on L2 narrative oral production. By drawing on consolidated psycholinguistic models of language production, the study first explores the similarities and differences between L1 and L2 oral production and examines how language processing for comprehension, production, and learning are mediated by the cognitive processes of attention and memory. Secondly, a definition of task is provided, and the concept of Task Complexity is presented a
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Breighner, Emily Sara. "A Phase 2 Task Analysis Study of the Process-Experiential Narrative Trauma Retelling Task in a Clinical Sample." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1228229964.

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Wilson, Valerie Rosen. "Attachment, experiential avoidance, and mindfulness in the narrative disclosure task." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31621.

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Thesis (Ph.D.)--Boston University<br>Research on expressive writing (Pennebaker & Beall, 1986) has demonstrated psychological, physiological, and occupational benefits of writing about traumatic events, with many recent studies examining the moderating role of individual difference variables (Frattaroli, 2006). The present study examined the relationship of attachment anxiety and attachment avoidance (as measured by the Experiences in Close Relationships questionnaire) to changes in mindfulness and experiential avoidance (as measured by the Kentucky Inventory of Mindfulness Skills and the Acce
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Russell, Kailyn. "Narrative Comments of 360-Degree Feedback| Gender Differences on Task and Social Roles." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591175.

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<p> Prior research has paid little attention to the qualitative ratings (narrative comments) that are typically received in 360-degree feedback interventions. In addition, previous research has found gender differences in leadership styles and work outcomes, but little research has examined gender differences when receiving feedback. The present study addressed these questions by exploring how the type of feedback received (favorable/unfavorable; task/social) may affect individual and organizational outcomes (perceived developmental use, perceived usefulness, and affective reactions). Gender d
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Plokar, Amanda. "Development of a child dissociation assessment system using a narrative story stem task." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11006.

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Abstract : Complex Trauma (CT) refers to the exposure to chronic or prolonged experiences of maltreatment that often occur in the context of a caregiving relationship. This concept also refers to the numerous sequelae that CT can have on the child’s functioning, including dissociation. Dissociation reflects a continuum of behaviours and processes that range from normative (e.g., daydreaming) to pathological (e.g., amnesia). The majority of children in the child welfare system have been victim to experiences of chronic maltreatment, which represents an important precursor in the development of
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伊田, 勝憲, та Katsunori IDA. "学習動機づけの統合的理解に向けて : 課題価値研究の意義と今後の方向性". 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3124.

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Gamm, Kacie N. "THE INFLUENCE OF TASK TYPE AND WORKING MEMORY ON THE SYNTACTIC COMPLEXITY OF NARRATIVE DISCOURSE PRODUCTION IN HEALTHY AGING ADULTS." UKnowledge, 2014. http://uknowledge.uky.edu/commdisorders_etds/3.

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This study investigated the lifespan influences of task type and working memory on the syntactic complexity of narrative discourse production. Participants included 180 healthy adults across three age cohorts: 20-29 years (Young Group), 60-69 years (Older Group) and 75-89 years (Elderly Group). Participants completed standardized working memory measures and four discourse tasks (single/sequential picture description, storytelling and personal recount). Syntactic complexity for each sample was measured via clausal density yielding a complexity index. For analysis, participants were placed into
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Graham, Nina. "Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5027.

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This work was possible through the support of my personal and professional families. Personally, my husband Brad was my continual encourager through each phase of this journey. This accomplishment is as much his as mine. Also, through this process I feel I have matured at the hands of the Lord through His careful, peaceful leading within the many nuanced steps of completing the doctoral program. Professionally, the ladies forming my doctoral committee have been more than advisors, but mentors. Their thoughtful counsel helped me feel capable throughout the many phases of becoming a researcher a
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Books on the topic "Narrative task"

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Repetition and the fullness of time: Gift, task, and narrative in Kierkegaard's upbuilding ethics. Mercer University Press, 2013.

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Leach, Margery. Sanctuary in Phoenix!: A narrative history of the Valley Religious Task Force on Central America and its role in the sanctuary movement in Phoenix, Arizona from 1981-1998. Harvest Publications, 2008.

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Norrick, Neal R. Conversational narrative: Storytelling in everyday talk. J. Benjamins Pub., 2010.

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Conversational narrative: Storytelling in everyday talk. John Benja,ins Publishing, 2000.

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Just talk: Narratives of psychotherapy. University Press of Kentucky, 1999.

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Stewart, Katherine A. Storied conflict talk: Narrative construction in mediation. John Benjamins Pub. Co., 2010.

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M, Maxwell Madeline, ed. Storied conflict talk: Narrative construction in mediation. John Benjamins Pub. Co., 2010.

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Tout, Ken. Tank! Sphere, 1986.

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Tank! Robert Hale, 1994.

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Tank! R. Hale, 1985.

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Book chapters on the topic "Narrative task"

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Kormos, Judit, and Anna Trebits. "Chapter 10. Working memory capacity and narrative task performance." In Second Language Task Complexity. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tblt.2.17ch10.

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Skehan, Peter, and Sabrina Shum. "Chapter 7. Structure and processing condition in video-based narrative retelling." In Task-Based Language Teaching. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.07ske.

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Pang, Francine, and Peter Skehan. "Chapter 4. Self-reported planning behaviour and second language performance in narrative retelling." In Task-Based Language Teaching. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.5.04pan.

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Sabourin, Jennifer, Jonathan P. Rowe, Bradford W. Mott, and James C. Lester. "When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9_93.

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Rosenwald, George C. "Task, process, and discomfort in the interpretation of life histories." In Up close and personal: The teaching and learning of narrative research. American Psychological Association, 2003. http://dx.doi.org/10.1037/10486-008.

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Ishikawa, Tomohito. "Chapter 7. The Effect of Manipulating Task Complexity Along the (± Here-and-Now) Dimension on L2 Written Narrative Discourse." In Investigating Tasks in Formal Language Learning, edited by María del Pilar García Mayo. Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599286-010.

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Bird, Johnella, and Catherine Cook. "Narrating the Difference." In Furthering Talk. Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8975-8_4.

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Hill, Jane H. "Finding Culture in Narrative." In Finding Culture in Talk. Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-137-05871-3_5.

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Brasser, Michael, and Keith Vander Linden. "Automatically Eliciting Task Models from Written Task Narratives." In Computer-Aided Design of User Interfaces III. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0421-3_7.

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Toker, Leona. "Narrative and talk-back." In Dialogue Studies. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/ds.22.06tok.

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Conference papers on the topic "Narrative task"

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Orkin, Jeff, Tynan Smith, Hilke Reckman, and Deb Roy. "Semi-automatic task recognition for interactive narratives with EAT & RUN." In the Intelligent Narrative Technologies III Workshop. ACM Press, 2010. http://dx.doi.org/10.1145/1822309.1822312.

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de Kok, Iwan, and Dirk Heylen. "Differences in listener responses between procedural and narrative task." In the 2nd international workshop. ACM Press, 2010. http://dx.doi.org/10.1145/1878116.1878121.

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Oh, Youngsub. "EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end109.

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The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professional
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Steiner, Karl E., and Tom Moher. "Encouraging task-related dialog in 2D and 3D shared narrative workspaces." In the 4th international conference. ACM Press, 2002. http://dx.doi.org/10.1145/571878.571885.

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Abad, Zahra Shakeri Hossein, Alex Shymka, Jenny Le, Noor Hammad, and Guenther Ruhe. "A Visual Narrative Path from Switching to Resuming a Requirements Engineering Task." In 2017 IEEE 25th International Requirements Engineering Conference (RE). IEEE, 2017. http://dx.doi.org/10.1109/re.2017.81.

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Leeuwenberg, Artuur, and Marie-Francine Moens. "KULeuven-LIIR at SemEval 2016 Task 12: Detecting Narrative Containment in Clinical Records." In Proceedings of the 10th International Workshop on Semantic Evaluation (SemEval-2016). Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/s16-1199.

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Yokoi, Sho, Daichi Mochihashi, Ryo Takahashi, Naoaki Okazaki, and Kentaro Inui. "Learning Co-Substructures by Kernel Dependence Maximization." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/465.

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Modeling associations between items in a dataset is a problem that is frequently encountered in data and knowledge mining research. Most previous studies have simply applied a predefined fixed pattern for extracting the substructure of each item pair and then analyzed the associations between these substructures. Using such fixed patterns may not, however, capture the significant association. We, therefore, propose the novel machine learning task of extracting a strongly associated substructure pair (co-substructure) from each input item pair. We call this task dependent co-substructure extrac
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Xu, Jun, Zeyang Lei, Haifeng Wang, Zheng-Yu Niu, Hua Wu, and Wanxiang Che. "Enhancing Dialog Coherence with Event Graph Grounded Content Planning." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/545.

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How to generate informative, coherent and sustainable open-domain conversations is a non-trivial task. Previous work on knowledge grounded conversation generation focus on improving dialog informativeness with little attention on dialog coherence. In this paper, to enhance multi-turn dialog coherence, we propose to leverage event chains to help determine a sketch of a multi-turn dialog. We first extract event chains from narrative texts and connect them as a graph. We then present a novel event graph grounded Reinforcement Learning (RL) framework. It conducts high-level response content (simpl
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Yordanova, Kristina Y., Carlos Monserrat, David Nieves, and José Hernández-Orallo. "Knowledge Extraction from Task Narratives." In iWOAR '17: 4th international Workshop on Sensor-based Activity Recognition and Interaction. ACM, 2017. http://dx.doi.org/10.1145/3134230.3134234.

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Yan, Zhaodong, Serena Jeblee, and Graeme Hirst. "Can Character Embeddings Improve Cause-of-Death Classification for Verbal Autopsy Narratives?" In Proceedings of the 18th BioNLP Workshop and Shared Task. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-5025.

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Reports on the topic "Narrative task"

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Brown, Antigone. Written narratives of language disordered and normal adolescents on two tasks. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5854.

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Morrison, John F. Analyzing Interviews with Terrorists. RESOLVE Network, 2020. http://dx.doi.org/10.37805/rve2020.7.

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For years the dominant narrative has been that there is a dearth of primary sources in terrorism studies. This is now changing. The talk about the scarcity of data is gradually being replaced by discussions of a “data revolution” and a “golden age” of terrorism research. We are now publishing more research based on the analysis of primary source data than ever before. Included in this has been some ground-breaking interview research with recent and former terrorists—research that could define how we think about terrorist involvement for years to come. With this increased access to data, if our
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Thompson, Stephen, Shadrach Chuba-Uzo, Brigitte Rohwerder, Jackie Shaw, and Mary Wickenden. “This Pandemic Brought a Lot of Sadness”: People with Disabilities’ Experiences of the COVID-19 Pandemic in Nigeria. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/if.2021.008.

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This qualitative study was undertaken as part of the work of the Foreign, Commonwealth and Development Office (FCDO) funded Inclusion Works programme which aims to improve inclusive employment for people with disabilities in four countries: Uganda, Kenya, Nigeria, Bangladesh. When the COVID-19 pandemic emerged early in 2020 the work of this consortium programme was adapted to focus on pandemic relief and research activities, while some other planned work was not possible. The Institute of Development Studies (IDS) led a piece of qualitative research to explore the experiences and perceptions o
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