東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effects of storytelling and pret...

Kim, Sook-Yi.

FindBook

Google Book

Amazon

博客來

The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall./
作者:	Kim, Sook-Yi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	122 p.
附註:	Source: Dissertations Abstracts International, Volume: 58-04, Section: A.
Contained By:	Dissertations Abstracts International58-04A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9638983
ISBN:	9780591047486

The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall.
Kim, Sook-Yi.

The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 122 p.

Source: Dissertations Abstracts International, Volume: 58-04, Section: A.

Thesis (Ed.D.)--University of Massachusetts Amherst, 1996.

This item must not be sold to any third party vendors.

This study explored and demonstrated the effects of storytelling and pretend play on short-term and long-term narrative recall. Specifically, this study examined and identified the cognitive changes which underlay children's actions during pretense enactment and narration. Educators and researchers propose that play and storytelling emerge at the same time in a "stream of symbolization" as preschool and kindergarten children learn basic skills relevant to the narrative as a cognitive model of an event. Pretend play has long been considered an important area in the development of the child's growing cognitive and social competence. This study focused on the developmental differences between storytelling and pretend play, short-term and long-term memory, encoding and inferences and their interrelationships. According to the data, there were significant differences between storytelling and pretend play in facilitating narrative recall. The data also indicated that the ability to encode exceeded the ability to make inferences. The children were able to engage in storytelling and pretend play while at the same time they did not improve in their abilities to make inferences. This indicates that inferences required more complex cognitive skills, and was not related to the improvement of storytelling and pretend play. There was not a significant difference overall between the short- and long-term conditions. However, this study supports the hypothesis that storytelling and pretend play are affected by cognitive variables.

ISBN: 9780591047486Subjects--Topical Terms:

517650
Educational psychology.

The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall.
LDR:02727nmm a2200337 4500 001 2277896
005 20210528102153.5
008 220723s1996 ||||||||||||||||| ||eng d
020 $a 9780591047486
035 $a (MiAaPQ)AAI9638983
035 $a AAI9638983
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kim, Sook-Yi. $3 3556230
245 1 4 $a The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1996
300 $a 122 p.
500 $a Source: Dissertations Abstracts International, Volume: 58-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Washington, Ernest D.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study explored and demonstrated the effects of storytelling and pretend play on short-term and long-term narrative recall. Specifically, this study examined and identified the cognitive changes which underlay children's actions during pretense enactment and narration. Educators and researchers propose that play and storytelling emerge at the same time in a "stream of symbolization" as preschool and kindergarten children learn basic skills relevant to the narrative as a cognitive model of an event. Pretend play has long been considered an important area in the development of the child's growing cognitive and social competence. This study focused on the developmental differences between storytelling and pretend play, short-term and long-term memory, encoding and inferences and their interrelationships. According to the data, there were significant differences between storytelling and pretend play in facilitating narrative recall. The data also indicated that the ability to encode exceeded the ability to make inferences. The children were able to engage in storytelling and pretend play while at the same time they did not improve in their abilities to make inferences. This indicates that inferences required more complex cognitive skills, and was not related to the improvement of storytelling and pretend play. There was not a significant difference overall between the short- and long-term conditions. However, this study supports the hypothesis that storytelling and pretend play are affected by cognitive variables.
590 $a School code: 0118.
650 4 $a Educational psychology. $3 517650
650 4 $a Cognitive therapy. $3 524357
650 4 $a Early childhood education. $3 518817
690 $a 0518
690 $a 0525
690 $a 0633
710 2 $a University of Massachusetts Amherst. $3 1019433
773 0 $t Dissertations Abstracts International $g 58-04A.
790 $a 0118
791 $a Ed.D.
792 $a 1996
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9638983