title: Dyadic versus individual storytelling by preschool children.
abstract: A constructive model of recall and communication (D. Edwards & D. Middleton, 1986) and certain whole-word approaches to learning (C. Pontecorvo & C. Zucchermaglio, 1989) were evaluated in conjunction with an investigation of the benefits of joint storytelling on children's cognitive processes. Preschoolers (N = 36, aged 30-62 months) were prompted to compose a story, working with a classmate (during which they talked together freely and generated a mutual narrative) or individually. Findings revealed that, although dyadically generated stories were longer, containing significantly more words, propositions, and additive conjunctions, stories told by individuals contained proportionally more logically connected statements and greater use of the past tense. Moreover, compared with dyadic stories, individually generated narratives contained fewer alterations of the protagonist.
authors.affiliation: Department of Psychology, University of Maine, Orono 04469, USA.
authors.forename: Donald S
authors.initials: DS
authors.lastname: Hayes
authors.forename: Dina M
authors.initials: DM
authors.lastname: Casey
mesh_terms: D002648:Child; D002675:Child, Preschool; D003142:Communication; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D011897:Random Allocation; D014705:Verbal Behavior