| Full text | |
| Author(s): |
Sella, Ana Carolina
[1]
;
Motta Bandini, Carmen Silvia
[2, 3]
;
Motta Bandini, Heloisa Helena
[4, 2]
;
Ribeiro, Daniela Mendonca
[5]
;
Vieira, Hilton Caio
[6]
Total Authors: 5
|
| Affiliation: | [1] Univ Nebraska Med Ctr, Omaha, NE - USA
[2] Inst Nacl Ciencia & Tecnol Comportamento Cognicao, Brasilia, DF - Brazil
[3] Ctr Univ CESMAC, Maceio, AL - Brazil
[4] Univ Estadual Ciencias Saude Alagoas, Maceio, AL - Brazil
[5] Univ Fed Alagoas, Maceio, AL - Brazil
[6] Fundacao Univ Fed Grande Dourados, Dourados, MS - Brazil
Total Affiliations: 6
|
| Document type: | Journal article |
| Source: | PSICOLOGIA-REFLEXAO E CRITICA; v. 28, n. 2, p. 397-403, 2015. |
| Web of Science Citations: | 1 |
| Abstract | |
Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 first graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a significant change in performance. (AU) | |
| FAPESP's process: | 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching |
| Grantee: | Deisy das Graças de Souza |
| Support Opportunities: | Research Projects - Thematic Grants |