The influence of television stories on narrative abilities in children

• Jesús Bermejo Berros ^[1] ; Ana Aierbe Barandiaran ^[2] ; Eider Oregui González ^[2] ; Isabel Bartau Rojas ^[2]
  1. [1] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     
  2. [2] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Psicológica: Revista de metodología y psicología experimental, ISSN-e 1576-8597, ISSN 0211-2159, Vol. 39, Nº 1, 2018, págs. 118-141
• Idioma: inglés
• DOI: 10.2478/psicolj-2018-0006
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 4 Citas
• Resumen

  • This research explores the narrative abilities demonstrated by children aged between 8 and 12 in the production of television stories. The results reveal that not all television stories viewed by children foster the informal education process. One type of story, termed narrativizing, enables children to produce coherent stories which clearly articulate the causal, temporal and motivational relations, as well as the means-end structures, the proximal relations of the intrigue and the distal relations of the plot. Other television stories, denarrativizing stories, tend to induce disarrangements and incoherence at all structural levels of the stories produced by children. This in turn hampers the development of their narrative abilities, which are necessary to the correct development of narrative thought. These results indicate the need to exercise social control over this latter type of fictional television narrative, to which children are exposed throughout their development within the framework of informal education.

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