Developing narrative interpretation: Structural and content analyses
Bibliographic record
Abstract
BACKGROUND: Narrative thought is a primary mode of human cognition that underpins key human capabilities such as meaning-making and social-psychological understanding. AIMS: We sought to further our understanding of the development of narrative thought during adolescence, particularly in terms of the structure and content of narrative interpretations. SAMPLE: Participants were 151 grade 4 to grade 12 students from six schools in a major urban centre in Western Canada. They included average and high-average students. METHODS: A cross-sectional design was used with four age groups: 10, 12, 14 and 17 years. Participants read a short story incorporating two substories and multiple layers of meaning. They then summarized it, described the two main characters, generated story morals and answered multiple choice interpretation questions. Responses were scored for both structural complexity and social-psychological content of narrative thought. Multivariate and univariate analyses of variance were conducted to identify developmental trends. RESULTS: A clear developmental pattern in structural complexity was discerned in which students were increasingly able to understand complex multiple layers of meaning within a story. A striking shift in social-psychological thought was also identified as students demonstrated understanding that moved from an intentional focus on immediate and specific mental states to an increasingly interpretive focus on enduring states, character traits and second-order psychological interpretations. CONCLUSION: Significant transformation occurs during adolescence in the structure and content of narrative thought as well as in capacity for the fundamental human endeavour of meaning-making.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.007 | 0.005 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".