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The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children
Thesis (M Speech Path)--University of Stellenbosch, 2011.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : University of Stellenbosch
2011
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| _version_ | 1867614134145646592 |
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| access_status_str | Open Access |
| author | Engelbrecht, Lizanne |
| author2 | Klop, Daleen |
| author_browse | Engelbrecht, Lizanne Klop, Daleen |
| author_facet | Klop, Daleen Engelbrecht, Lizanne |
| author_sort | Engelbrecht, Lizanne |
| collection | Thesis |
| dc_rights_str_mv | University of Stellenbosch |
| description | Thesis (M Speech Path)--University of Stellenbosch, 2011. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/6863 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:47:12.516Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2011 |
| publishDateRange | 2011 |
| publishDateSort | 2011 |
| publisher | Stellenbosch : University of Stellenbosch |
| publisherStr | Stellenbosch : University of Stellenbosch |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/6863 The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children Engelbrecht, Lizanne Klop, Daleen University of Stellenbosch. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy. Child development Narratives Visual modalities Dissertations -- Speech-language and hearing therapy Theses -- Speech-language and hearing therapy Thesis (M Speech Path)--University of Stellenbosch, 2011. ENGLISH ABSTRACT: This study investigated: (1) the effect of two visual modalities (wordless picture book and animated video) on the narratives of typically developing 9 year old children, and (2) the effect of dynamic assessment on the quality of narratives in both visual modalities. Twenty nine typically developing children between the ages of 8 years 5 months, and 9 years 4 months were selected from a higher socio-economic population. Participants were exposed to a wordless picture book and an animated video. Participants’ narrative performance was measured in terms of micro- and macro-structure variables in each visual modality, and before and after dynamic assessment in each visual modality. Micro-structure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (total number of different words). Macrostructure variables included goal-attempt-outcome (GAO) sequences, and inclusion of GAO elements (goal, attempt or outcome). Results indicated that: (i) both visual modalities elicited narratives of similar quality in terms of micro- and macro-structure variables, and (ii) participants’ narratives improved after dynamic assessment. AFRIKAANSE OPSOMMING: Hierdie studie het (1) die effek van twee visuele modaleite (‘n woordlose prentboek en animasie video) op die narratiewe van tipiese ontwikkelende 9 jarige kinders bestudeer, asook (2) die effek van dinamiese assessering op die kwaliteit van narratiewe in beide visuele modaliteite. Nege-en-twintig tipiese ontwikkelende kinders tussen die ouderdom van 8 jaar 5 maande, en 9 jaar 4 maande is vanuit ‘n hoër sosio-ekonomiese populasie geselekteer. Deelnemers is blootgestel aan ‘n woordlose prentboek en ‘n animasie video. Deelnemers se narratiefvaardighede ten opsigte van mikro- and makro-struktuur veranderlikes in elke visuele modaliteit, asook voor en na dinamiese assessering in elke visuele modaliteit is gemeet. Mikro-struktuur veranderlikes het gefokus op produktiwiteit (totale aantal woorde, totale aantal Teenhede), sintaktiese kompleksiteit (gemiddelde lengte van T-eenheid) and leksikale diversiteit (totale aantal verskillende woorde). Makro-struktuur veranderlikes het gefokus op doelwit-poging-uitkoms (DPU) strukture, en die insluiting van DPU elemente (doelwit, poging of uitkoms). Die resultate het aangedui dat: (i) beide visuele modaliteite narratiewe van soortgelyke kwaliteit in terme van mikro- en makro-sruktuur veranderlikes ontlok het, en (ii) dat deelnemers se narratiewe verbeter het na dinamiese assessering. Master 2011-02-23T10:43:09Z 2011-03-14T08:48:51Z 2011-02-23T10:43:09Z 2011-03-14T08:48:51Z 2011-03 Thesis http://hdl.handle.net/10019.1/6863 en_ZA University of Stellenbosch 191 p. : ill. application/pdf Stellenbosch : University of Stellenbosch |
| spellingShingle | Child development Narratives Visual modalities Dissertations -- Speech-language and hearing therapy Theses -- Speech-language and hearing therapy Engelbrecht, Lizanne The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title | The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title_full | The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title_fullStr | The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title_full_unstemmed | The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title_short | The effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| title_sort | effect of different visual modality and task conditions on the narratives of typically developing 9 year old children |
| topic | Child development Narratives Visual modalities Dissertations -- Speech-language and hearing therapy Theses -- Speech-language and hearing therapy |
| url | http://hdl.handle.net/10019.1/6863 |
| work_keys_str_mv | AT engelbrechtlizanne theeffectofdifferentvisualmodalityandtaskconditionsonthenarrativesoftypicallydeveloping9yearoldchildren AT engelbrechtlizanne effectofdifferentvisualmodalityandtaskconditionsonthenarrativesoftypicallydeveloping9yearoldchildren |