Developmental change in judging important and critical elements of stories

Steven R. Yussen, Samuel R. Mathews, Ray R. Buss, Patrick T. Kane

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Conducted 2 experiments with 54 2nd, 4th, and 6th graders and 15 undergraduates (Exp I) and 45 2nd and 4th graders (Exp II) to examine children's understanding (metacognitive awareness) that in a simple story the following parts are most important or essential for comprehending it: what precipitates the character's action (initiating event), what the character did (action), and what follows the character's action (consequence). Ss' judgments of simple stories showed that 2nd graders seldom selected this sequence, but 4th, 5th, and 6th graders and adults did so under a variety of conditions. In addition there was a modest relation between recall of the stories and older children's (5th graders) judgments of them. (9 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)213-219
Number of pages7
JournalDevelopmental psychology
Volume16
Issue number3
DOIs
StatePublished - May 1 1980

Keywords

  • developmental differences, judgments of story elements that are crucial to comprehension, 2nd-6th graders vs college students

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