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dc.contributor.authorPolanowski Fecica, Agnieszka
dc.date.accessioned2010-04-23 19:44:33 (GMT)
dc.date.available2010-04-23 19:44:33 (GMT)
dc.date.issued2010-04-23T19:44:33Z
dc.date.submitted2010
dc.identifier.urihttp://hdl.handle.net/10012/5084
dc.description.abstractA growing body of work suggests that narrative comprehension involves the simulation of the events and actions described in a narrative (e.g., Barsalou, 2008; Matlock, 2004). Preliterate children’s ability to simulate a narrative character’s movements is explored here in three studies. Children’s simulations of a character’s movements were found to be constrained by their expectation of the duration of the described activities (i.e., walking vs. driving) and by their expectations about the motivating influence of certain psychological factors (i.e., character being eager or not eager to get to a location). Using a novel methodology these findings reveal an ability among preliterate children to create impressively rich and dynamic mental representations of narrative events and address. The implications of the present investigation speak to the larger issue of how human minds comprehend narratives and represent narrative events.en
dc.language.isoenen
dc.publisherUniversity of Waterlooen
dc.subjectpsychologyen
dc.subjectchild developmenten
dc.subjectpreschoolersen
dc.subjectnarrative comprehensionen
dc.subjectsituation modelsen
dc.subjectembodimenten
dc.subjectsimulationen
dc.titleA step at a time: An investigation of preschoolers’ simulations of narrative events during story comprehensionen
dc.typeDoctoral Thesisen
dc.pendingfalseen
dc.subject.programPsychologyen
uws-etd.degree.departmentPsychologyen
uws-etd.degreeDoctor of Philosophyen
uws.typeOfResourceTexten
uws.peerReviewStatusUnrevieweden
uws.scholarLevelGraduateen


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