."> , Cognitive Processes guide? Narrative Speech Development, Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) because Experience must be worked through, both practical intervention in the environment and congnitive penetration of that environment. (Merkel 69), Narrative Speech Development contributes to Cognitive Processes, Introductory and concluding formulas, characteristic narrative tenses in the stories of the majority of 5-year olds according to Applebee, Arthur M. ., Narrated World is a mode of the inner world of the imagination, Narrated World is not cordoned off from The Reported World, Child Creates a Special Space for Narration characterized by Merkel (92) as Narrated World, Child Creates a Special Space for Narration characterized by Merkel (92) as tenses reserved for fictional naration, Instrumental Speech Development dfn: practical gestures increasingly employed as symbols for desires - hand isn't reaching for cup in drawer, it is a reference to something child wants. [Merkel 66], quoting Bruner (835), Memories combination observed by Ruth Weir: - observed pre-sleep monologues of child [son] , How do Children Begin to Narrate? narration serves Cognitive Processes, tenses reserved for fictional naration according to Weinrich, Harald. ., Fantasies combination observed by Ruth Weir: - observed pre-sleep monologues of child [son] , Stern's Concept of "Narrative Self-Awareness" which holds "The conclusion of a story is not just similar to other possible ways of thinking or speaking. It seems to require another way of thinking than that used in the solution of a problem or pure description of a situation. One thinks [in a story] of persons, who act as originators [agents?] and who require intentions and aims, develop into a causal sequence with beginning, middle, and end." (247) [in Merkel 69] Stern, Daniel. . 1992, Ruth Weir: - observed pre-sleep monologues of child [son] subsequently Applebee "These monologues provide us a good basis for the belief that descriptive speech already appears as early as the age of 2.5 years. The length of the monologues, the ease with which [children] handle them, permits us to claim that descriptive speech may appear much earlier than participatory speech, perhaps as early as the first structured chatter of the child." , 75 [quoted in Merkel 75], Ruth Weir: - observed pre-sleep monologues of child [son] subsequently Katherine Nelsen - observed pre-sleep monologues of daughter (28 months) [1989], essays in Petzold & , Merkel On Child Monologues share the function but differ in form from Wygotsky's "Problem Solving Monologues" "The self-knowledge generated by narration will be replaced in later ages by silent, daydream-like reminiscence of experiences and by the elaboration of a personal fantasy world." [Quoted in Merkel 77], Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) see Bruner, Jerome S. (1986), Narrative Speech Development happens at the same time as Instrumental Speech Development, MEMORY is not passive replay of previous events, MEMORY is active construction, Stern's Concept of "Narrative Self-Awareness" which involves acquiring and storing images (Merkel 69), active construction e.g. "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Early Narrative Structures characterized by formulation of different perspectives in the course of speech development, Britton, James. , (1979) contribute to Merkel's belief in Stern's Concept of "Narrative Self-Awareness", Britton, James. , (1979) contribute to Merkel's belief in "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Social Scripts govern Everyday Situations, Sutton-Smith, Brian. (1986) claims Early narratives = "Heaps" organized by the principles of "centralization" (similarity or complementarity) or "chaining" (elements linked according to specific characteristics -- character, theme, etc., Early Narrative Structures include Introductory and concluding formulas, characteristic narrative tenses in the stories of the majority of 5-year olds, Early Narrative Structures include Markers that declare "this is a story" as early as 2, improving their use of such markers with age, a mode of the inner world of the imagination gains prestige through Narrative Speech, a mode of the inner world of the imagination gains prestige through Fictive Play, role of the participant and role of the observer, Reminiscence = Fantasizing Imagination both are mental operations [90], Reminiscence = Fantasizing Imagination both are cases where the speaker: "activates visual and verbal resources, translates them into communicative signals, out of which the listener must construe his or her own ideas. The [present] situation in which the address unfolds serves only as occasion for an address that immerses us in a not-present [nicht gegenw�rtige] situation." (Merkel 90) ["not-present" denotes both "absent" and "not at this time'], Early Narrative Structures increasingly display "musical qualities" of theme and variation, Ruth Weir: - observed pre-sleep monologues of child [son] synthesis Merkel On Child Monologues, Narrative Speech Development by elaborating Early Narrative Structures, Britton, James. , (1979) consists of role of the participant, Britton, James. , (1979) consists of role of the observer, Cognitive Processes such as MEMORY, "musical qualities" of theme and variation according to Sutton-Smith, Brian. (1986), practical gestures increasingly employed as symbols for desires - hand isn't reaching for cup in drawer, it is a reference to something child wants. [Merkel 66], quoting Bruner (835) see Wittgenstein, Monologues during Sleep first investigated by Ruth Weir: - observed pre-sleep monologues of child [son] , How do Children Begin to Narrate? they undergo Narrative Speech Development, Applebee "These monologues provide us a good basis for the belief that descriptive speech already appears as early as the age of 2.5 years. The length of the monologues, the ease with which [children] handle them, permits us to claim that descriptive speech may appear much earlier than participatory speech, perhaps as early as the first structured chatter of the child." , 75 [quoted in Merkel 75] synthesis Merkel On Child Monologues, How do Children Begin to Narrate? they mix together Realms of Experience, role of the observer which involves evlauation and organisation of feelings and actions, Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) contribute to Merkel's belief in Stern's Concept of "Narrative Self-Awareness", Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) contribute to Merkel's belief in "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Katherine Nelsen - observed pre-sleep monologues of daughter (28 months) [1989], essays in Petzold & synthesis Merkel On Child Monologues">

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The Concept Map you are trying to access has information related to: formulation of different perspectives in the course of speech development according to Britton, James. , (1979), a mode of the inner world of the imagination that takes off from With-another-activity/ Against-another-activity, Applebee, Arthur M. . claims Early narratives = "Heaps" organized by the principles of "centralization" (similarity or complementarity) or "chaining" (elements linked according to specific characteristics -- character, theme, etc., Stern's Concept of "Narrative Self-Awareness" dfn: "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Early Narrative Structures are established when Child Creates a Special Space for Narration, Narrative Speech Development exercised in Monologues during Sleep, Realms of Experience such as Memories, Realms of Experience such as Everyday Situations, Realms of Experience such as Fantasies, Reminiscence = Fantasizing Imagination they are indistinguishable in Narrated World, role of the participant which involves focus on present, ignore memory and imagination, Markers that declare "this is a story" as early as 2, improving their use of such markers with age according to Galda, , Lee. "Narrative Competence: Play, Storytelling and Story Comprehension.", Everyday Situations combination observed by Ruth Weir: - observed pre-sleep monologues of child [son] , Cognitive Processes guide? Narrative Speech Development, Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) because Experience must be worked through, both practical intervention in the environment and congnitive penetration of that environment. (Merkel 69), Narrative Speech Development contributes to Cognitive Processes, Introductory and concluding formulas, characteristic narrative tenses in the stories of the majority of 5-year olds according to Applebee, Arthur M. ., Narrated World is a mode of the inner world of the imagination, Narrated World is not cordoned off from The Reported World, Child Creates a Special Space for Narration characterized by Merkel (92) as Narrated World, Child Creates a Special Space for Narration characterized by Merkel (92) as tenses reserved for fictional naration, Instrumental Speech Development dfn: practical gestures increasingly employed as symbols for desires - hand isn't reaching for cup in drawer, it is a reference to something child wants. [Merkel 66], quoting Bruner (835), Memories combination observed by Ruth Weir: - observed pre-sleep monologues of child [son] , How do Children Begin to Narrate? narration serves Cognitive Processes, tenses reserved for fictional naration according to Weinrich, Harald. ., Fantasies combination observed by Ruth Weir: - observed pre-sleep monologues of child [son] , Stern's Concept of "Narrative Self-Awareness" which holds "The conclusion of a story is not just similar to other possible ways of thinking or speaking. It seems to require another way of thinking than that used in the solution of a problem or pure description of a situation. One thinks [in a story] of persons, who act as originators [agents?] and who require intentions and aims, develop into a causal sequence with beginning, middle, and end." (247) [in Merkel 69] Stern, Daniel. . 1992, Ruth Weir: - observed pre-sleep monologues of child [son] subsequently Applebee "These monologues provide us a good basis for the belief that descriptive speech already appears as early as the age of 2.5 years. The length of the monologues, the ease with which [children] handle them, permits us to claim that descriptive speech may appear much earlier than participatory speech, perhaps as early as the first structured chatter of the child." , 75 [quoted in Merkel 75], Ruth Weir: - observed pre-sleep monologues of child [son] subsequently Katherine Nelsen - observed pre-sleep monologues of daughter (28 months) [1989], essays in Petzold & , Merkel On Child Monologues share the function but differ in form from Wygotsky's "Problem Solving Monologues" "The self-knowledge generated by narration will be replaced in later ages by silent, daydream-like reminiscence of experiences and by the elaboration of a personal fantasy world." [Quoted in Merkel 77], Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) see Bruner, Jerome S. (1986), Narrative Speech Development happens at the same time as Instrumental Speech Development, MEMORY is not passive replay of previous events, MEMORY is active construction, Stern's Concept of "Narrative Self-Awareness" which involves acquiring and storing images (Merkel 69), active construction e.g. "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Early Narrative Structures characterized by formulation of different perspectives in the course of speech development, Britton, James. , (1979) contribute to Merkel's belief in Stern's Concept of "Narrative Self-Awareness", Britton, James. , (1979) contribute to Merkel's belief in "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Social Scripts govern Everyday Situations, Sutton-Smith, Brian. (1986) claims Early narratives = "Heaps" organized by the principles of "centralization" (similarity or complementarity) or "chaining" (elements linked according to specific characteristics -- character, theme, etc., Early Narrative Structures include Introductory and concluding formulas, characteristic narrative tenses in the stories of the majority of 5-year olds, Early Narrative Structures include Markers that declare "this is a story" as early as 2, improving their use of such markers with age, a mode of the inner world of the imagination gains prestige through Narrative Speech, a mode of the inner world of the imagination gains prestige through Fictive Play, role of the participant and role of the observer, Reminiscence = Fantasizing Imagination both are mental operations [90], Reminiscence = Fantasizing Imagination both are cases where the speaker: "activates visual and verbal resources, translates them into communicative signals, out of which the listener must construe his or her own ideas. The [present] situation in which the address unfolds serves only as occasion for an address that immerses us in a not-present [nicht gegenw�rtige] situation." (Merkel 90) ["not-present" denotes both "absent" and "not at this time'], Early Narrative Structures increasingly display "musical qualities" of theme and variation, Ruth Weir: - observed pre-sleep monologues of child [son] synthesis Merkel On Child Monologues, Narrative Speech Development by elaborating Early Narrative Structures, Britton, James. , (1979) consists of role of the participant, Britton, James. , (1979) consists of role of the observer, Cognitive Processes such as MEMORY, "musical qualities" of theme and variation according to Sutton-Smith, Brian. (1986), practical gestures increasingly employed as symbols for desires - hand isn't reaching for cup in drawer, it is a reference to something child wants. [Merkel 66], quoting Bruner (835) see Wittgenstein, Monologues during Sleep first investigated by Ruth Weir: - observed pre-sleep monologues of child [son] , How do Children Begin to Narrate? they undergo Narrative Speech Development, Applebee "These monologues provide us a good basis for the belief that descriptive speech already appears as early as the age of 2.5 years. The length of the monologues, the ease with which [children] handle them, permits us to claim that descriptive speech may appear much earlier than participatory speech, perhaps as early as the first structured chatter of the child." , 75 [quoted in Merkel 75] synthesis Merkel On Child Monologues, How do Children Begin to Narrate? they mix together Realms of Experience, role of the observer which involves evlauation and organisation of feelings and actions, Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) contribute to Merkel's belief in Stern's Concept of "Narrative Self-Awareness", Jerome Brunner indicates a second kind of thinking, one that complements the rational-logical thinking activity carried out with verbal signs and rules. (Merkel 69) contribute to Merkel's belief in "[a capability] that works life experiences into a meaningful context, which develops in the begnining of the command of speech, as soon as the child begins to relate to more than just bodily-sensory perception, but also to verbal concepts. " (Merkel 69-70) [Merkel's synopsis of Stern's "Narrative Self-Awareness"], Katherine Nelsen - observed pre-sleep monologues of daughter (28 months) [1989], essays in Petzold & synthesis Merkel On Child Monologues