Résumés
Résumé
La production narrative est une variable prédictive de la réussite scolaire et un bon indice du développement langagier et cognitif. Cette étude identifie les corrélats de la performance narrative à l’âge scolaire. Trente-six enfants âgés entre 7 et 9 ans ont effectué des tâches de fonctions exécutives, d’habiletés linguistiques et de narration. Les résultats des analyses corrélationnelles et des régressions multiples montrent que les fonctions exécutives de planification et les expressions déictiques sont des variables prédictives significatives en macrostructure de narration, et que les fonctions exécutives sont reliées à l’utilisation de structures de phrases complexes sur le plan de la microstructure.
Mots-clés :
- développement du langage,
- développement cognitif,
- réussite scolaire,
- compétence narrative
Abstract
This study investigates the relationship between narratives and independent measures of language and non verbal abilities. Thirty-six French speaking children aged between 7 and 9 years old were administered tasks measuring executive functions, linguistic abilities and the macro- and micro- levels of narratives. Correlation and regression analysis demonstrated that executive functions and deictic expressions are related to story grammar. Executive functions were also found to be related to the number of complex utterances included in narrative production. None of the linguistic measures were found to be significantly related to narrative production. The role of non-verbal cognitive abilities, such as executive functions in complex language production such as narratives, is discussed.
Keywords:
- Language development,
- cognitive development,
- school achievement,
- narrative competency
Resumen
La producción narrativa es una variable predictiva del éxito escolar y un buen indicio del desarrollo del lenguaje y del desarrollo cognitivo. Este estudio identifica los correlatos del rendimiento narrativo en la edad escolar. Treinta y seis niños entre 7 y 9 años realizaron tareas de función ejecutivas, de habilidades lingüísticas y de narración. Los resultados de los análisis de correlación y de regresiones múltiples muestran que las funciones ejecutivas de planificación y las expresiones deícticas son variables predictivas significativas en macroestructura de narración y que las funciones ejecutivas son relacionadas con la utilización de estructuras de frases complejas a nivel de la microestructura.
Palabras clave:
- desarrollo del lenguaje,
- desarrollo cognitivo,
- éxito escolar,
- competencia narrativa
Parties annexes
Bibliographie
- Boudreau, D. (2008). Narrative abilities : advances in research and implications for clinical practice. Topics in language disorders, 28(2), 99-114.
- Brown, L., Sherbenou, R. and Johnsen, S. K. (2002). Toni-3 : test of non-verbal intelligence. Austin, Texas : Pro-Ed.
- Cannizzaro, M. S. (2003). Narrative discourse production in adults : Relationships with age and executive functions (Doctoral thesis). University of Connecticut, Connecticut.
- Casas, A. M., Castellar, R. G. and Ferrer, M. S. (2005). Habilidad narrative de los ninos con trastorno por deficit de atencion con hyperactividad. [Narrative abilities of children with attention déficit with hyperacticity]. Psicothema,17, 227-232.
- Coelho, C. A., Liles, B. Z. and Duffy, R. J. (1995). Impairments of discourse abilities and executive functions in traumatically brain-injured adults. Brain injury, 9(5), 471-477.
- Cohen, J. (1992). A power primer. Psychological bulletin, 112, 155-159.
- Crais, E. R. and Lorch, N. (1994). Oral narratives in school-aged children. Topics in language disorders, 14(3), 13-28.
- Eisenberg, S. L., Ulkrainetz, T. A., Hsu, J. R., Kaderavek, J. N., Justice, L. M. and Gillam, R. B. (2008). Language speech and hearing services in schools, 39, 145-157.
- Fayol, M. and Lemaire, P. (1993). Levels of approach to discourse. In H. H. Brownell and Joanette, Y. (eds). Narrative discourse in neurologically impaired and normal aging adults (p. 3-19). San Diego, California : Singular Publishing.
- Feagans, L. V. and Farran, D. C. (1994). The effects of daycare intervention in the preschool years on the narrative skills of poverty children in kindergarten. International journal of behavioral development, 17(3), 503-523
- Francis, S., Fine, J. and Tannock, R. (2001). Methylphenidate selectively improves story retelling in children with attention-deficit hyperactivity disorder. Journal of child and adolescent psychopharmacology, 11(3), 217-228.
- Gagné, A. and Crago, M. (2010). The use of the ENNI to assess story grammar competence of school-aged French speaking children with and without specific language impairment. Canadian journal of speech-language pathology and audiology, 34(4), 231-245.
- George-Remy, C. Y. (1991). Improvement of kindergarten children’s expressions with the language arts : short-term instruction on the parts of a story and story re-telling with teacher feedback. Early child development and care, 73, 19-27.
- Hickmann, M. (2005). Coherence, cohesion and context. In S. Strömqvist and L. Verhoeven, (eds), Relating events in narratives. Mahwah, New Jersey : Lawrence Erlbaum Associates.
- Humphries, T., Oram Cardy, J., Worling, D. E. and Peets, K. (2004). Narrative comprehension and retelling abilities of children with nonverbal learning disabilities. Brain and cognition, 56, 77-88.
- Hunt, K. (1965). Grammatical structures written at three grade levels. National Council of teachers of English research reports, no 3. Champaign, Illinois : National Council of teachers of English.
- Johnston, J. R. (2008). Narratives twenty-five years later. Topics in language disorders, 28(2), 93-98.
- Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L. and Gillam, R. B. (2006). The index of narrative microstructure : a clinical tool for analyzing school-age children’s narrative performances. American journal of speech language pathology, 15, 177-191.
- Karmiloff-Smith, A. (ed.) (1979). A functional approach to child language : a study of determiners and reference. Cambridge, United Kingdom : Cambridge University press.
- Kaufman, A. S. and Kaufman, N. L. (2004). Kaufman assessment battery for children. Circle Pine, Minnesota : AGS publishing.
- Kellogg, R. T. (2004). Working memory components in written sentence generation. American journal of psychology, 117, 341-361.
- Korkmaz, B. (2011). Theory of mind and neurodevelopmental disorders of childhood. Pediatric research, 69, 101-108.
- Lahey, M. (ed.) (1988). Language disorders and language development. New York, New Jersey : MacMillan.
- Mandler, J. M. and Johnson, N. S. (1977). Remembrance of things parsed : story structure and recall. Cognitive psychology, 9, 111-151.
- Manhardt, J. and Rescorla, L. (2002). Oral narrative skills of late talkers at ages eight and nine. Applied psycholinguistics, 23, 1-21.
- McCabe, A. and Peterson, C. (eds) (1991). Developing narrative structure. Hillsdale, New Jersey : Lawrence Erlbaum Associates.
- McCabe, A. and Rollins, P. R. (1994). Assessment of preschool narrative skills. American speech-language-hearing association, 3(1), 45-56.
- Morrow, L. M. (1985). Retelling stories : a strategy for improving young children’s comprehension, concept of story structure, and oral language complexity. The elementary school journal, 85(5), 647-661.
- Morrow, L. M. (1986). Effects of structural guidance in story retelling on children’s dictation of original stories. Journal of reading behavior, 18(2), 135-152.
- Norbury, C. F. and Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International journal of language and communication disorders, 38, 287-313.
- Paradis, J., Nicoladis, E. and Crago, M. (2007). French-English bilinguals’ acquisition of the past tense. Paper presented at the Boston University Conference on language development, Boston, Massachusetts.
- Paul, R. and Smith, R. (1993). Narrative skills in 4-year-olds with normal, impaired, and late developing language. Journal of speech and hearing research, 36, 592-598.
- Paul, R., Hernandez, R., Taylor, L. and Johnson, K. (1996). Narrative development in late talkers : early school age. Journal of speech and hearing research, 39, 1295-1303.
- Pesco, D., Gagné, A. and McClintock, B. (2012). Supporting children’s oral narrative skill : the story from the intervention literature. CASLPA annual conference, St-John’s, Newfoundland and Labrador.
- Purvis, K. L. and Tannock, R. (1997). Language abilities in children with attention deficit hyperactivity disorder, reading disabilities, and normal controls. Journal of abnormal child psychology, 25(2), 133-144.
- Rumelhart, D. E. (1975). Notes on a schema for Stories. In D. G. Bobrow and A. Collins (eds), Representation and understanding : studies in cognitive science. New York, New Jersey : Academic Press.
- Schneider, P., Hayward, D. and Dubé, R. V. (2006). Storytelling from pictures using the Edmonton narrative norms instrument. Journal of speech language pathology and audiology, 30, 224-238.
- Snow, C. E. (1983). Literacy and language : relationships during the preschool years. Harvard educational review, 53, 165-189.
- Snow, C. E. (1987). Beyond conversation : second language learners’ acquisition of description and explanation. In J. Lantolf and A. Labarca (eds), Research in second language learning : focus on the classroom. Norwood, New Jersey : Ablex.
- Stadler, M. A. and Ward, G. C. (2010). The effect of props on story retells in the classroom. Reading horizons, 50(3), 169-192.
- Stein, N. L. and Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (ed.), New directions in discourse processing, volume II. Norwood, New Jersey : Ablex.
- Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9, 77-110.
- Umiker-Seboek, D. J. (1979). Preschool children’s strategy to group identity in two speech events. Language in society, 4, 53-72.
- Vallence, D. D., Im, N. and Cohen, N. J. (1999). Discourse deficits associated with psychiatric disorders and with language impairments in children. Journal of children psychology and psychiatry, 40, 693-704.
- Van der Lely, H. K. J. (1997). Narrative discourse in grammatical specific language impaired children : a modular language deficit ? Journal of child language, 24, 221-256.
- Walker, V. G., Roberts, P. M. and Hedrick, D. L. (1988). Linguistic analyses of the discourse narratives of young and aged women. Folia phoniatica, 40, 58-64.
- Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, V. and Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder : a meta-analytic review. Biological psychiatry, 57, 1336-1346.
- Ylvisaker, M., Szekeres, S. F., Wisniewski, A., Delis, D. C. and Kaplan, E. (2000). Communication disorders associated with traumatic brain injury. In R. Chapey (ed.), Language intervention strategies in aphasia and related neurogenic communication disorders. Baltimore, Maryland : Lippincott, Williams et Wilkins.