Used story grammar to analyze pretend play productions of 46 children of 4-8 years. Results showed structural parallels between pretend play and stories for 76 percent of subjects. Older subjects' play was episodic and younger subjects' was preepisodic. (RJC)

Analyzed narrative and logical processes used by children to give meaning and classify empirical objects. Analysis of sociocognitive interaction revealed children change meaning given to objects when they move from an individual situation to a social one. (BAC)

Reviews the forms and functions of narrative. Considers the influence of organizational narratives in academic settings from three perspectives: a developmental perspective (the transformative and transformable nature of organizational stories); a comparative perspective (the important distinction between macro-stories and micro-stories); and a…

This study investigated the rate at which 60 elementary school children produced 3 advanced verb forms--past progressive, past perfect progressive, and past perfect--when retelling narratives. Results suggest that advanced verb production is influenced by children's sensitivity to type of narrative register, the propositional ability associated…

Explored whether developmental changes in the structure and coherence of preschoolers' personal narratives might provide some clues about childhood amnesia. Suggests that while children's narratives become more elaborate, more detailed, and more complex over the preschool years, children's recall of the same events over time is remarkably stable,…

Maintains that reconstructing narratives of teaching, with attention to their personal, institutional, and cultural levels, can empower teachers--individually and collectively--and have important implications within classrooms, departments, universities, and professional associations. (SR)

Discusses insights from the 13 "docustories" about teaching published in the same issue of the journal. Groups the stories into three themes: (1) toward a performative pedagogy; (2) dialogical dimensions of pedagogical encounters; and (3) the work of teaching. (SR)

Considers the way two teachers have adopted storytelling as an instructional practice in English teacher preparation courses. Discusses how the "other" is represented in stories and questions the ethics of doing such storytelling. (HB)

Develops an approach to rhetorical criticism by integrating the work of Marxist literary critic Frederic Jameson with that of the depth psychologist C. G. Jung. Reconceptualizes the cultural psyche as composed of historical and universal elements, redefines the rhetorical and moral functions of narrative texts, and casts the rhetorical critic as…

Dunlop's account of narrative resolves puzzles about second-order desire and evincing complex emotions, but it works with a too simple view of emotion. This article suggests how a different view of the connection between narrative and emotion can have similar consequences. (five references) (Author/LB)

This study examined keyword signing (KWS), a communication approach used with nonspeaking individuals. Acoustic measures and judgments of 20 adult listeners were used to evaluate KWS and Spoken-Only narratives. KWS narratives were produced with a slower articulation rate, because of increased pause and speech segment duration and increased pause…

Examines memory for visual narratives as a function of cinematic structure. Identifies two important principles (establishing shots and directional continuity) for restructuring real-world activities into coherent filmed sequences. (SR)

Power based on self-assertion, openness, and human connection is the hallmark of empowered classrooms and schools. The process of more fully exercising power can be greatly enhanced by using narrative. Empowered individuals and groups reveal their strength in the nurturing of many voices and in the subsequent transformation of their lives. Sample…

Considers Nathaniel Hawthorne's literary technique of providing various, often conflicting, accounts of a narrative scene or event. Analyzes Hawthorne's rhetoric of rumor as featured in "The Scarlet Letter." Shows how Hawthorne tried to translate the dynamics of interpersonal communication into print in this novel. (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)