Artykuły w czasopismach: „Personal narratives”

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Bliss, Lynn S., i Allyssa McCabe. "Personal Narratives". Topics in Language Disorders 28, nr 2 (kwiecień 2008): 162–77. http://dx.doi.org/10.1097/01.tld.0000318936.31677.2d.

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EBRAHIM, HALLAT. "Narrative Analysis of The Kurdish Personal Narratives". Journal of The University of Duhok 23, nr 1 (1.06.2020): 17–28. http://dx.doi.org/10.26682/hjuod.2020.23.1.3.

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Ulatowska, Hanna K., Belinda Reyes, Tricia Olea Santos, Diane Garst, Jessica Vernon i Julia McArthur. "Personal Narratives in Aphasia: Understanding Narrative Competence". Topics in Stroke Rehabilitation 20, nr 1 (styczeń 2013): 36–43. http://dx.doi.org/10.1310/tsr2001-36.

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Bliss, Lynn S., i Allyssa McCabe. "Personal Narratives: Assessment and Intervention". Perspectives on Language Learning and Education 19, nr 4 (październik 2012): 130–38. http://dx.doi.org/10.1044/lle19.4.130.

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Personal narratives are a critical aspect of functional discourse. The purpose of this article is to describe the impairments of personal narrative discourse in children with language learning disorders. The authors also consider cultural aspects of narrative discourse, present assessment and intervention guidelines, and delineate cultural considerations.

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Fisher-Yoshida, Beth, i Joan C. Lopez. "Transforming Conflict Narratives". Journal of Transformative Education 19, nr 4 (październik 2021): 433–44. http://dx.doi.org/10.1177/15413446211045173.

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Narratives, both personal and social, guide how we live and how we are acculturated into our social worlds. As we make changes in our lives, our personal stories change and, in turn, have the potential to influence the social narratives of which we are a part. Likewise, when there are changes in the culture and social worlds around us, that social narrative changes, thereby affecting our personal narratives. In other words, personal and social narratives are strongly linked and mutually influence each other. We may feel and know these transformations take place and understand the ways in which our lives are affected. However, we often struggle to document these shifts. This article suggests using the practical theory, Coordinated Management of Meaning (CMM) (Pearce, 2007), for narrative analysis to identify and surface personal and social narrative transformations.

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Iqbal, Liaqat, Dr Ayaz Ahmad i Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives". sjesr 3, nr 1 (19.04.2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).

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Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.

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SHIRO, MARTHA. "Genre and evaluation in narrative development". Journal of Child Language 30, nr 1 (luty 2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.

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In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age and socio-economic status have a greater impact on the use of evaluation in fictional stories than in personal narratives. Low SES and younger children are at a greater disadvantage when performing fictional narratives than when performing personal narratives. These results strongly imply that children's narrative competence cannot be assessed in a single story-telling task, given the importance that task-related factors seem to have on narrative abilities.

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Allen, Marybeth S., Marilyn K. Kertoy, John C. Sherblom i John M. Pettit. "Children's narrative productions: A comparison of personal event and fictional stories". Applied Psycholinguistics 15, nr 2 (kwiecień 1994): 149–76. http://dx.doi.org/10.1017/s0142716400005300.

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ABSTRACTPersonal event narratives and fictional stories are narrative genres which emerge early and undergo further development throughout the preschool and early elementary school years. This study compares personal event and fictional narratives across two language-ability groups using episodic analysis. Thirty-six normal children (aged 4 to 8 years) were divided into high and low language-ability groups using Developmental Sentence Scoring (DSS). Three fictional stories and three personal event narratives were gathered from each subject and were scored for length in communication units, total types of structures found within the narrative, and structure of the whole narrative. Narrative genre differences significantly influenced narrative structure for both language-ability groups and narrative length for the high language-ability group. Personal events were told with more reactive sequences and complete episodes than fictional stories, while fictional stories were told with more action sequences and multiple-episode structures. Compared to the episodic story structure of fictional stories, where a prototypical ‘good” story is a multiple-episode structure, a reactive sequence and/or a single complete episode structure may be an alternate, involving mature narrative forms for relating personal events. These findings suggest that narrative structures for personal event narratives and fictional stories may follow different developmental paths. Finally, differences in productive language abilities contributed to the distinctions in narrative structure between fictional stories and personal event narratives. As compared to children in the low group, children in the high group told narratives with greater numbers of complete and multiple episodes, and their fictional stories were longer than their personal event narratives.

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Rollins, Pamela. "Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills". Perspectives on Language Learning and Education 21, nr 1 (styczeń 2014): 13–20. http://dx.doi.org/10.1044/lle21.1.13.

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Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analyze fictional narratives because of their strong association with school success. A review of literature suggests that high-functioning individuals with ASD have more difficulties telling personal narratives than fictional narrative. Because problems telling personal narratives may negatively impact social relationships, we suggest evaluating personal narratives to aide intervention planning. We review the elicitation and analysis procedure for personal narratives described in McCabe & Rollins (1994) and make suggestions for intervention.

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Barrowcliffe, Liam. "Personal is National". Culture and History: Student Research Papers 6, nr 1 (2.01.2022): 9–24. http://dx.doi.org/10.7146/chku.v6i1.129542.

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This article analyses how those who identify as lesbian, gay or bisexual (LGB) in Denmark and the Republic of Ireland see themselves in relation to hegemonic narratives of the nation. A range of personal narratives from the two national contexts were collected and analysed as narrative texts for the ways they represented positionality, agency and belonging in the wider discourse of the nation. LGB lives are often reduced to legislative turning points in national narratives, but this study shifts the focus onto the myriad of other formative experiences that contribute to their national sense of self. While a significant body of work has focused on the intersection of LGB(TQ) and national identity as harmful, leading to theories such as homonationalism, this article sees the relationship as more nuanced, and capable of going beyond acceptance/rejection or inclusion/exclusion dichotomies.

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Taylor, Louise, Jan Bailey, Paul Kingston i Charlotte Eost-Telling. "PERSONAL NARRATIVES OF AGING". Innovation in Aging 3, Supplement_1 (listopad 2019): S757. http://dx.doi.org/10.1093/geroni/igz038.2780.

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Abstract This presentation reflects on self-written narratives from respondents to a mass observation directive, focusing on the experiences of growing older. Narrative methods are theoretically and methodologically diverse, and are helpful in social research to understand events or happenings in human lives. This data presents accounts from a heterogeneous sample in the form of self-penned responses. These experience-centred narratives bring stories of personal understanding into being by means of the first person description of past, present, future or imaginary experiences. This presentation will focus on the findings with reference to physical and mental impacts, both real and anticipated. We will also explore themes arising from the data including gender differences, age-cohort effects and stigma. The data can be used to inform Health and Social Care education and practice, particularly in co-producing appropriate person-centred services with older people.

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Gordon, Andrew, Luwen Huangfu, Kenji Sagae, Wenji Mao i Wen Chen. "Identifying Personal Narratives in Chinese Weblog Posts". Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, nr 4 (30.06.2021): 23–29. http://dx.doi.org/10.1609/aiide.v9i4.12618.

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Automated text classification technologies have enabled researchers to amass enormous collections of personal narratives posted to English-language weblogs. In this paper, we explore analogous approaches to identify personal narratives in Chinese weblog posts as a precursor to the future empirical studies of cross-cultural differences in narrative structure. We describe the collection of over half a million posts from a popular Chinese weblog hosting service, and the manual annotation of story and nonstory content in sampled posts. Using supervised machine learning methods, we developed an automated text classifier for personal narratives in Chinese posts, achieving classification accuracy comparable to previous work in English. Using this classifier, we automatically identify over sixty-four thousand personal narratives for use in future cross-cultural analyses and Chinese-language applications of narrative corpora.

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Barnard, V., J. Carson, Eugene Doe, Robin Driben, Anonymous One, Anonymous Two, Charles Kelley i in. "Narrative Symposium: Personal Narratives Experiences of Psychiatric Hospitalization". Narrative Inquiry in Bioethics 1, nr 1 (2011): 8–10. http://dx.doi.org/10.1353/nib.2011.0017.

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Ramsay, J. Russell. "Postmodern Cognitive Therapy: Cognitions, Narratives, and Personal Meaning-Making". Journal of Cognitive Psychotherapy 12, nr 1 (styczeń 1998): 39–55. http://dx.doi.org/10.1891/0889-8391.12.1.39.

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A hallmark of both cognitive and constructvist-narrative theories of psychotherapy is the prominent role of personal meaning-making. Although there has been much debate between proponents of these theories, the assimilation of these models may signal the movement toward a more integrative model of psychotherapy. Cognitive and constructivist-narrative literatures are reviewed to illustrate points of convergence regarding both meaning-making and methods of change. The fourfold goal of this paper is to: (a) define personal narratives; (b) describe the role of narratives in organizing experience; (c) illustrate the congruence between narrative and cognitive theory; and (d) discuss the future of personal narratives and cognitive therapy.

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THORNE, BARRIE. "Interpreting Women's Lives: Feminist Theory and Personal Narratives. PERSONAL NARRATIVES GROUP". American Ethnologist 17, nr 2 (maj 1990): 390–91. http://dx.doi.org/10.1525/ae.1990.17.2.02a00190.

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Eng, Bennie, i Cheryl Burke Jarvis. "Consumers and their celebrity brands: how personal narratives set the stage for attachment". Journal of Product & Brand Management 29, nr 6 (1.06.2020): 831–47. http://dx.doi.org/10.1108/jpbm-02-2019-2275.

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Purpose This paper aims to demonstrate how consumer attachment to celebrity brands is driven by perceived narratives about the celebrity’s persona, which triggers communal (i.e. altruistic) relationship norms. The research investigates the differential role of narratives about celebrities’ personal vs professional lives in creating attachment and identifies and tests moderating effects of narrative characteristics including perceived source of fame, valence and authenticity. Design/methodology/approach Three online experiments tested the proposed direct, meditating and moderating relationships. Data was analyzed using mediation analysis and multiple ANOVAs. Findings The results suggest relationship norms that are more altruistic in nature fully mediate the relationship between narrative type and brand attachment. Additionally, personal narratives produce stronger attachment than professional narratives; the celebrity’s source of fame moderates narrative type and attachment; and on-brand narratives elicit higher attachment than off-brand narratives, even when these narratives are negative. Practical implications The authors offer recommendations for how marketers can shape celebrity brand narratives to build stronger consumer attachment. Notably, personal (vs professional) narratives are critical in building attachment, especially for celebrity brands that are perceived to have achieved their fame. Both positive and negative personal narratives can strengthen attachment for achieved celebrity brands, but only if they are on-brand with consumer expectations. Originality/value This research is an introductory examination of the fundamental theoretical process by which celebrity brand relationships develop from brand persona narratives and how characteristics of those narratives influence consumer-brand attachment.

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J. Corsa, Andrew. "Learning from Fiction to Change our Personal Narratives". Croatian journal of philosophy 21, nr 61 (21.05.2021): 93–109. http://dx.doi.org/10.52685/cjp.21.1.6.

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Can fictional literature help us lead better lives? This essay argues that some works of literature can help us both change our personal narratives and develop new narratives that will guide our actions, enabling us to better achieve our goals. Works of literature can lead us to consider the hypothesis that we might beneficially change our future-oriented, personal narratives. As a case study, this essay considers Ben Lerner’s novel, 10:04, which focuses on humans’ ability to develop new narratives, and which articulates a narrative that takes into account both everyday life and large-scale issues like the global, environmental crisis.

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Kilger, Magnus. "Talent stories in youth sports". Narrative Inquiry 27, nr 1 (21.07.2017): 47–65. http://dx.doi.org/10.1075/ni.27.1.03kil.

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Abstract Success stories are a frequently investigated genre of shared cultural narratives. This paper will pay particular attention to success stories in sports and investigate how young participants in selection camps in soccer and hockey are using a set of shared narratives in order to produce their personal stories of success. By looking at narratives-in-interaction in this specific context, these interviews are investigated as a narrative genre. The analysis shows how a set of shared narratives are used in storylines in order to legitimize the personal story of success and how a number of dilemmatic spaces are addressed. This study shows how personal success stories are intimately tied to “discursively shared narratives” and how this context constitutes a specific narrative framework.

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Westby, Carol, i Barbara Culatta. "Telling Tales: Personal Event Narratives and Life Stories". Language, Speech, and Hearing Services in Schools 47, nr 4 (październik 2016): 260–82. http://dx.doi.org/10.1044/2016_lshss-15-0073.

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Purpose Speech-language pathologists know much more about children's development of fictional narratives than they do about children's development of personal narratives and the role these personal narratives play in academic success, social–emotional development, and self-regulation. The purpose of this tutorial is to provide clinicians with strategies for assessing and developing children's and adolescents' personal narratives. Method This tutorial reviews the literature on (a) the development of autobiographical event narratives and life stories, (b) factors that contribute to development of these genres, (c) the importance of these genres for the development of sense of self-identity and self-regulation, (d) deficits in personal narrative genres, and (e) strategies for eliciting and assessing event narratives and life stories. Implications To promote development of personal event narratives and life stories, speech-language pathologists can help clients retrieve information about interesting events, provide experiences worthy of narrating, and draw upon published narratives to serve as model texts. Clinicians can also address four interrelated processes in intervention: reminiscing, reflecting, making coherent connections, and signaling the plot structure. Furthermore, they can activate metacognitive awareness of how evaluations of experiences, coherence, and plot structure are signaled in well-formed personal event narratives and life stories.

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Strevy, Deborah, i Jerry Aldridge. "Personal Narrative Themes of African-American Mothers". Perceptual and Motor Skills 78, nr 3_suppl (czerwiec 1994): 1143–46. http://dx.doi.org/10.2466/pms.1994.78.3c.1143.

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African-American mothers of low income enrolled in an Even Start program were videotaped as each told a personal narrative to her child. A content analysis of the stories gave three major themes identified by Stahl. Of the 17 personal narratives, 4 were attitude stories, 5 were behavior stories, and 8 were character stories. The importance of using personal narratives is discussed and recommendations for research indicated.

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Javorski, Elaine, i Quezia Alencar. "JORNALISMO ATIVISTA NA AMAZÔNIA". Brazilian journalism research 19, nr 3 (25.12.2023): e1606. http://dx.doi.org/10.25200/bjr.v19n3.2023.1606.

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RESUMO – Este trabalho pretende analisar as características do jornalismo ativista presentes nas narrativas sobre a Amazônia da jornalista Eliane Brum, publicadas no site El País Brasil, entre 2017 e 2020. Sob a perspectiva da corrente dos estudos narrativos associada ao jornalismo, a pesquisa busca problematizar os processos comunicativos, as estratégias argumentativas e os efeitos que inserem um sentido de resistência nas narrativas. O estudo analisa nove reportagens no período de 2017 a 2020 sobre a região amazônica por meio do método da análise crítica da narrativa (Motta, 2013) em conjunto com a análise de conteúdo (Bardin, 2011). Os resultados mostram que as reportagens utilizam recursos narrativos que evidenciam a identificação pessoal jornalística com temas e fontes, o que fundamenta o jornalismo ativista. ABSTRACT – This article investigates the characteristics of activist journalism present in the narratives about the Amazon by journalist Eliane Brum, published on the website El País Brasil, between 2017 and 2020. From the perspective of the current of narrative studies associated with journalism, the research seeks to problematize the processes communicative, argumentative strategies and the effects that insert a sense of resistance in the narratives. The study analyzes nine reports from 2017 to 2020 about the Amazon region using the critical narrative analysis method (Motta, 2013) in conjunction with content analysis (Bardin, 2011). The results show that the reports use narrative resources that show journalistic personal identification with themes and sources, which underlies activist journalism. RESUMEN – Este trabajo pretende analizar las características del periodismo activista presentes en las narrativas sobre la Amazonía de la periodista Eliane Brum, publicadas en el sitio web El País Brasil, entre 2017 y 2020. Desde la perspectiva de la corriente de estudios narrativos asociados al periodismo, la investigación busca problematizar los procesos comunicativos, las estrategias argumentativas y los efectos que insertan un sentido de resistencia en las narrativas. El estudio analiza nueve informes de 2017 a 2020 sobre la región amazónica utilizando el método de análisis narrativo crítico (Motta, 2013) en conjunto con el análisis de contenido (Bardin, 2011). Los resultados muestran que los reportajes utilizan recursos narrativos que evidencian la identificación personal periodística con los temas y fuentes, que subyace al periodismo activista.

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Karasik, Vladimir Ilyich. "AXIOGENIC COMICAL PERSONAL NARRATIVES". International Journal “Speech Genres” 16, nr 2 (2017): 203–9. http://dx.doi.org/10.18500/2311-0740-2017-2-16-203-209.

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Selberg, Torunn. "Personal Narratives on Healing". Fabula 31, nr 3-4 (styczeń 1990): 284–88. http://dx.doi.org/10.1515/fabl.1990.31.3-4.284.

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Laslett, Barbara, Kathryn Church, Marianne Gullestad, Temma Kaplan, Susan Kreiger, Brigid O'Farrell, Joyce L. Kornbluh i Luisa Passerini. "Personal Narratives as Sociology". Contemporary Sociology 28, nr 4 (lipiec 1999): 391. http://dx.doi.org/10.2307/2655287.

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Westby, Carol, i Elizabeth Martinez. "Assessing Personal Event Narratives". Word of Mouth 28, nr 4 (marzec 2017): 13–16. http://dx.doi.org/10.1177/1048395017692993d.

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Perez, Carmela, i Helen Tager-Flusberg. "Clinicians' Perceptions of Children's Oral Personal Narratives". Narrative Inquiry 8, nr 1 (1.01.1998): 181–201. http://dx.doi.org/10.1075/ni.8.1.08per.

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A diverse group of child clinicians (n — 39) rated paragraph-long transcriptions of two Euro-American, two African-American, and two Latino children's oral narratives. Clinicians were asked to rate the logic, cohesion, and comprehensibility of the stories using 6-point scales. They were also asked to give a rough estimate of the children's IQ, to comment on the existence of emotional/behavioral and/or learning/language problems, and to assign possible diagnoses. The results indicated clinicians' ratings of the Latino narratives were significantly different from ratings of the Euro-American and African-American narratives, as confirmed by Scheffe post hoc analysis. Diagnoses revealed a distribution by ethnicity of children. Euro-Americans received 21 diagnoses, African-Americans received 33 diagnoses, and Latinos received 53 diagnoses. Further, clinicians' ethnicity and gender did not account for any group differences. The implications of these findings are twofold. First, clinicians seem to be unaware of the differences in Latino children's narrative structure, and seem to be penalizing them for not conforming to the Euro-American structure. Second, it appears that clinicians training and practicing in the U.S. tend to adopt a Euro-American perspective which may desensitize them as to the narrative intricacies of their own culture.

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Techasamran, Nittada, Phuanjai Rattakorn i Supaporn Chinchai. "Structure of personal narratives in Thai children aged 4 to 6 years old". Journal of Associated Medical Sciences 56, nr 1 (2.01.2023): 1–9. http://dx.doi.org/10.12982/jams.2023.001.

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Background: Understanding children’s narratives is crucial as it represents language capacity in a naturalistic context and also relates to children’s academic success. However, studies showed that narratives vary not only with age but also in content and structure across cultures. Objectives: To study and compare components and patterns of personal narratives in Thai children aged 4-6 years old. Also, to find narrative structure differences between genders. Materials and methods: Stories of past experiences were elicited from 86 participants aged 4-6 years old. The longest narratives from each participant were analyzed in terms of both narrative components and patterns by using high-point analysis. Comparisons were then drawn for the proportions and differences in narrative structure between age groups and between genders. Results: For narrative components, Thai children told complicating action most frequently. With age, the use of resolution increased significantly from 4-6 years old. For narrative patterns, chronological patterns were found commonly at age 4. Moreover, the incidence of classic patterns rose significantly between the ages of 4 and 6 and reached the highest proportion in usage at ages 5 and 6. No gender difference was found in the narrative structure. Conclusion: Thai children’s narrative structure was presented in this study. The abilities to range events in sequence and resolve the high-point of narratives were found more commonly with their increasing age.

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Norment, Nathaniel. "Black Men Writing, Reflecting, and Discovering Self: Personal Narrative Essays of College-aged African American Men at an All-male Historically Black College or University (HBCU)". Narrative Works 12, nr 1 (13.05.2024): 64–101. http://dx.doi.org/10.7202/1111282ar.

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<p>Personal narratives are studied in many disciplines, but theoretical analysis of the personal narrative in composition classes has lagged behind the research. This qualitative study examines the personal narratives of thirty Black college-aged men. This study presents the feelings and thoughts of Black males through their personal stories and perspectives; in the study, they detail their life experiences. The narratives were analyzed for elements of narrative discourse, which include (1) Thesis; (2) Transitions; (3) Use and Evaluation of Sources; (4) Audience, Tone, and Rhetorical Appeals; (5) Organization; (6) Claims, Warrants, and Support; (7)Paraphrases, Direct Quotes, and Summary; (8) In-text Citations and Works Cited Page; (9) Style and Syntax; and (10) Mechanics (see scoring procedures). Each narrative was analyzed according to the criteria described in the Personal Narrative Rubric; the number of elements was counted for each category. The researcher recommends additional narrative studies of Black men in different age groups, educational backgrounds, social and economic levels, and geographical regions.</p>

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Mills, Monique T., Ruth V. Watkins i Julie A. Washington. "Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children". Language, Speech, and Hearing Services in Schools 44, nr 2 (kwiecień 2013): 211–23. http://dx.doi.org/10.1044/0161-1461(2012/12-0021).

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Purpose To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, Grades 2–5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.

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Mustafa, Balsam. "From personal narrative to global call for action". Narrative Inquiry 28, nr 1 (27.09.2018): 161–80. http://dx.doi.org/10.1075/ni.16058.mus.

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Abstract This paper examines personal narratives and how they change according to the context in which they are narrated. In particular, it argues that personal narratives change as they are mediated by various discourses, genres and modes, as well as by the peculiarities that emerge when speaking and writing in different languages and when undertaking translation. It uses a case-study approach to analyse the different narratives told by Islamic State’s Yezidi female survivor, and United Nations Goodwill ambassador, Nadia Murad, in different contexts in 2014 and in 2015. In 2014, when two Western mass media outlets interviewed Murad, her narrative was compacted and less detailed. This shifted in December 2015 when Murad testified about her ordeal before the Security Council. Mediated by the discourse of the latter and by the genre of testimony, Murad’s narrative became more detailed, and transformed from a description of a personal suffering into a call for action.

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Rollins, Pamela Rosenthal. "Narrative Skills in Young Adults With High-Functioning Autism Spectrum Disorders". Communication Disorders Quarterly 36, nr 1 (10.03.2014): 21–28. http://dx.doi.org/10.1177/1525740114520962.

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In this study, the author investigated narrative performances of 10 high-functioning young adults with Autism Spectrum Disorders (ASD) across personal and storybook narratives. Narratives were elicited with genre-specific procedures and then transcribed and scored using the narrative scoring scheme (NSS). One-tailed paired-sample t tests were conducted on four variables, for which the standard mean difference between the genres (NSS Total Score, Introduction, Conclusion, and Mental States) was large. To avoid inflating Type I error, an alpha of .012 was set. Results indicated that, on average, high-functioning adults with ASD had poorer quality personal narratives for NSS Total Score, Mental States, and Conclusion. This suggests that many high-functioning adults with ASD have difficulty in expressing how they feel and often neglect to conclude and make sense of their experiences in a social context. Telling personal narratives is an important skill for high-functioning adults with ASD because narratives support social interaction and relationships.

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Grall, Clare, Ron Tamborini, René Weber i Ralf Schmälzle. "Stories Collectively Engage Listeners’ Brains: Enhanced Intersubject Correlations during Reception of Personal Narratives". Journal of Communication 71, nr 2 (1.04.2021): 332–55. http://dx.doi.org/10.1093/joc/jqab004.

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Abstract Audiences’ engagement with mediated messages lies at the center of media effects research. However, the neurocognitive components underlying audience engagement remain unclear. A neuroimaging study was conducted to determine whether personal narratives engage the brains of audience members more than non-narrative messages and to investigate the brain regions that facilitate this effect. Intersubject correlations of brain activity during message exposure showed that listening to personal narratives elicited strong audience engagement as evidenced by robust correlations across participants’ frontal and parietal lobes compared to a nonpersonal control text and a reversed language control stimulus. Thus, personal narratives were received and processed more consistently and reliably within specific brain regions. The findings contribute toward a biologically informed explanation for how personal narratives engage audiences to convey information.

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Fioretti, Chiara, Debora Pascuzzi i Andrea Smorti. "Narrative and Narrativization of A Journey: Differences between Personal and Fictional Narratives". Open Psychology Journal 12, nr 1 (15.11.2019): 205–15. http://dx.doi.org/10.2174/1874350101912010205.

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Background:Scholars depict a deep connection between the way children remember their personal past and imagine the present and the future (Vygotskji, 2004; Brockmeier, 2015). Nevertheless, several studies indicate that children are prone to relate well-formed stories about past personal events but report difficulties in constructing narratives from fictional events. Objective:The present study aims to investigate the differences between school-aged children’s personal and fictional narratives about a journey, considering different types of stories they structured. Methods:220. 8 to 10-year old children randomly divided into three groups, performed a narrative on a journey: 70 narrated a memory on a journey, 92 narrated an ideal trip and 58 narrated a fictional story from a given orientation. The presence and the type of complicating action were assessed to investigate children's ability to present well-structured narratives. Results:The results showed that children were more able to construct stories with complicating action when they narrated personal events and when they were scaffolded by an incipit. Furthermore, in fictional narratives with incipit, children narrated multiple Complicating action creating a continuous violation of canonicity. Conclusions: The authors discuss the results considering the difference between narrative and narrativization of personal and fictional events and the importance of scaffolding children’s narrative skills.

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Лозова, Ольга, i Олена Литвиненко. "Narrative Indicators of Adolescents’ Maladaptive Cognitive Schemas". PSYCHOLINGUISTICS 26, nr 1 (12.11.2019): 228–45. http://dx.doi.org/10.31470/2309-1797-2019-26-1-228-245.

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Introduction. The article presents the results of a study of adolescents` personal narratives. The general aim of the study was to identify narrative indicators of adolescents’ maladaptive cognitive schemas. This aim was achieved by virtue of realization of such tasks as: to identify the specific text categories (indicators) that indicate the maladaptive schemas and to determine the predictive power of each category (indicator). In the course of theoretical analysis, there were systematized the approaches to the understanding of personal narratives and “self-texts”. There also was generalized the concept of maladaptive cognitive schemas, and were defined textual categories which can be reflected in the narratives of people who have certain maladaptive schemas. Methods. The methods of the empirical study were Dusseldorf Illustrated Schema Questionnaire for Children and the content-analysis of personal narratives. Statistical processing of the obtained data and determination of the predictive power of each narrative category were performed with the help of the method of recursive division trees. Results. As a result of the empirical study was it was found that certain categories in the personal narratives of adolescents allow us to predict the manifestation of individual maladaptive schemas. There were identified narrative indicators, able to predict fourteen of the eighteen schemas. It was determined that the knowledge of narrative indicators of maladaptive cognitive schemas can be used within the psychological counseling and therapy at the stage of gathering primary information, as well as in the context of purposeful psychological impact. Conclusions. There were described the topical prospects for further scientific development of the problem, which were to expand the categorical structure of content analysis, which would allow to find indicators of four schemas that remain unclear, as well as to widen the age range of respondents and to test the hypothesis about the existence of a link between the personal narratives of adults and their maladaptive schemas. There was made an assumption that modification of a personal narrative can accelerate therapeutic work aimed at eliminating the negative impact of maladaptive schemas on a person's life.

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Mills, Monique T., Leslie C. Moore, Rong Chang, Somin Kim i Bethany Frick. "Perceptions of Black Children's Narrative Language: A Mixed-Methods Study". Language, Speech, and Hearing Services in Schools 52, nr 1 (18.01.2021): 84–99. http://dx.doi.org/10.1044/2020_lshss-20-00014.

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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.

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Brush, Lisa D., i Lorraine D. Higgins. "Personal Experience Narrative and Public Debate: Writing the Wrongs of Welfare". College Composition & Communication 57, nr 4 (1.06.2006): 694–729. http://dx.doi.org/10.58680/ccc20065064.

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Personal narrative embeds the expertise of subordinated groups in stories that seldom translate into public debate. The authors describe a community writing project in which welfare recipients used personal narratives to enter into the public record their tacit and frequently discounted knowledge. The research illustrates the difficulties and possibilities “rhetorical, emotional, and material” of constructing narratives that “cross publics.”

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Scott, Julie-Ann. "Attending to the disembodied character in research on professional narratives". Narrative Inquiry 21, nr 2 (31.12.2011): 238–57. http://dx.doi.org/10.1075/ni.21.2.04sco.

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This essay provides a rationale of how Performance Analysis and Narrative Positioning within research on Physically Disabled Professionals’ Personal Narratives can provide insight into the role of the body in the analysis of professional narratives. Through analyzing the participants’ open-ended narratives as performances in which the narrators draw upon performativities to reconcile the absurdity associated with their deemed ‘unprofessional’ bodies legitimately occupying a professional space, the author traces the emergence of embodied professional heroes in four variations: the Super Hero, Warrior Hero, Tragic Hero, and Rogue Hero, each which illuminates the importance of the body in the construction of personal narratives of professionalism. In conclusion, the author calls for attention to the potential performance of the Anti Hero across personal narratives that emerge in unmarked bodies in order to attend the underlying performativities and discourses of power within all narratives of professionalism.

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Kuzmičová, Anežka, i Katalin Bálint. "Personal Relevance in Story Reading". Poetics Today 40, nr 3 (1.09.2019): 429–51. http://dx.doi.org/10.1215/03335372-7558066.

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Although personal relevance is key to sustaining an audience’s interest in any given narrative, it has received little systematic attention in scholarship to date. Across centuries and media, adaptations have been used extensively to bring temporally or geographically distant narratives “closer” to the recipient under the assumption that their impact will increase. In this article, we review experimental and other empirical evidence on narrative processing in order to unravel which types of personal relevance are more likely to be impactful than others, which types of impact (e.g., aesthetic, therapeutic, persuasive) they have been found to generate, and where their power becomes excessive or outright detrimental to reader experience. Together, the evidence suggests that narratives are read through the lens of the reader’s self-schema independently of genre, although certain groups of readers, especially in certain situations, may experience personal relevance and related effects more strongly than others. The literature further suggests that large-scale similarities between reader and character (e.g., gender) may not per se be enough for relevance effects to arise and that emotional valence has a role to play in the process alongside thematic saliency.

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Nadeem, Nahla. "Personal Experience Narrative Structure in “Al-ikhlas” Hadith". English Language and Literature Studies 12, nr 1 (22.11.2021): 12. http://dx.doi.org/10.5539/ells.v12n1p12.

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Using personal experience narrative in different forms of teaching and preaching is so common that it is unsurprising that it has been the object of scholarly attention and research. The present study aims to apply Labov’s model of narrative structure to the personal experience narratives (PENs) in the sincerity hadith. Sincerity—“Alikhlas”—is defined as being deeply devoted to Allah by heart and actions. According to Islamic teachings, a sincere person not only has a deep fear of Allah, but his intentions in all actions are mainly to please Him. Drawing on Labov’s work on PEN structures (1972; initially Labov & Waletzky, 1967, 1981, 1997), the study attempts to answer two key questions: a) whether or not the Labovian model applies to the PENs in the hadith and b) how effective the model is in establishing the link between what was said (i.e., the stories told), how the narratives were structured and the Islamic concept the hadith was meant to teach. The analysis shows that though the hadith belongs to a different language with assumedly different socio-linguistic narrative practices, the Labovian model works as an effective tool of analysis as it sheds light on how the overlapping layers of the narratives were structured to define the Islamic concept of “sincerity”.

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Hirsh, Jacob B., Raymond A. Mar i Jordan B. Peterson. "Personal narratives as the highest level of cognitive integration". Behavioral and Brain Sciences 36, nr 3 (10.05.2013): 216–17. http://dx.doi.org/10.1017/s0140525x12002269.

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AbstractWe suggest that the hierarchical predictive processing account detailed by Clark can be usefully integrated with narrative psychology by situating personal narratives at the top of an individual's knowledge hierarchy. Narrative representations function as high-level generative models that direct our attention and structure our expectations about unfolding events. Implications for integrating scientific and humanistic views of human experience are discussed.

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Sadewasser, Carol, Mariana Coutinho, A. Rahman Ford, Leslie C. Griffin, Charlene Galarneau, Brent R. Carr, Dale Weir i in. "Full Collection of Personal Narratives". Narrative Inquiry in Bioethics 10, nr 3 (2020): 186–215. http://dx.doi.org/10.1353/nib.2020.0076.

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Verma, Jyoti. "Personal Narratives of Culture Shock". InterViews: An Interdisciplinary Journal in Social Sciences 7, nr 1 (31.07.2020): 81. http://dx.doi.org/10.36061/iv.7.1.20.81.102.

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DiLollo, Anthony. "Personal Narratives in Audiologic Rehabilitation". Perspectives on Aural Rehabilitation and Its Instrumentation 21, nr 1 (maj 2014): 6–14. http://dx.doi.org/10.1044/arri21.1.6.

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Person-centered care (PCC) is becoming the foundation for practice in many areas of health care provision, including audiologic rehabilitation. Following the rationale of biopsychosocial models such as the International Classification of Functioning, Disability, and Health, audiologists can enhance their clinical practice to be more person-centered by attending to clients' personal narratives. This article provides audiologists with a starting point for incorporating clients' personal narratives into their audiologic rehabilitation practices to help achieve preferred outcomes.

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Cafaro, Philip. "Personal Narratives and Environmental Ethics". Environmental Ethics 21, nr 1 (1999): 109–10. http://dx.doi.org/10.5840/enviroethics199921147.

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Adkins, Cherie S., i Kim K. Doheny. "Exploring Preterm Mothersʼ Personal Narratives". Advances in Nursing Science 40, nr 2 (2017): 154–67. http://dx.doi.org/10.1097/ans.0000000000000150.

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Ambrose, Richard P. "Personal Narratives and Professional Development". Childhood Education 69, nr 5 (sierpień 1993): 274–76. http://dx.doi.org/10.1080/00094056.1993.10520955.

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Daskalaki, Maria. "Personal Narratives and Cosmopolitan Identities". Journal of Management Inquiry 21, nr 4 (3.04.2012): 430–41. http://dx.doi.org/10.1177/1056492611435509.

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Ankeney, Tonya, Anonymous One, Amy Caruso Brown, Kathleen Hennessy, Ken Kirkwood, Nora Kowalcheck, Ted Kuntz i in. "Full Collection of Personal Narratives". Narrative Inquiry in Bioethics 6, nr 3 (2016): 156—E8. http://dx.doi.org/10.1353/nib.2016.0056.

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Bravo, Rosana Leos, Angela Gutierrez, Maria-Elena De Trinidad Young, Helen Farrar, Jyotika Saksena, Shannon McMorrow, Lewis Raynor i in. "Full Collection of Personal Narratives". Narrative Inquiry in Bioethics 7, nr 1 (2017): 4–40. http://dx.doi.org/10.1353/nib.2017.0029.

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Soutar, Ian Faulkner, Michael Bear, Hillary Savoie, Lauren Farmer, Jean-Christophe Bélisle-Pipon, Claudio Del Grande, Geneviève Rouleau i in. "Full Collection of Personal Narratives". Narrative Inquiry in Bioethics 9, nr 1 (2019): 4–34. http://dx.doi.org/10.1353/nib.2019.0002.

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