Age and Task-Related Effects on Young Children’s Understanding of a Complex Picture Story
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
The three-model screen
all 1,000 screened works →All three models called this out of scope.
Developmental study of children's story comprehension; educational psychology, not a study of educational research.
The study examines children's narrative development and story comprehension.
Developmental study of children's story understanding; educational psychology, not metaresearch.
Abstract
In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age. In addition, all the children were more successful in the supported versus independent narrative context. Results are discussed in terms of the importance of oral narratives to social and educational milieus.
Stored with the screening record, where it is evidence for the labels above.
The record
- Venue
- Alberta Journal of Educational Research
- Topic
- Educational Research and Pedagogy
- Field
- Computer Science
- Canadian institutions
- —
- Funders
- Natural Sciences and Engineering Research Council of CanadaChildren's Health Foundation
- Keywords
- PsychologyDevelopmental psychologyTask (project management)
- Has abstract in OpenAlex
- yes