Chapter 8. New frontiers in facilitating narrative skills in children and adolescents

The Emergence of Dreaming in Children and Adolescents

10.1093/oso/9780190673420.003.0005 ◽

2017 ◽

Author(s):

G. William Domhoff

Keyword(s):

Children And Adolescents ◽

Mental Imagery ◽

Detailed Account ◽

Cognitive Achievement ◽

Narrative Skills ◽

New Findings

The fourth chapter provides the most complete and detailed account of the development of dreaming between ages 4 and 18 that has ever been assembled. It also includes new findings with teenagers that have not been published before. It concludes by drawing on the psychology literatures on the development of conceptual abilities, mental imagery, narrative skills, imagination, and an autobiographical self to explain why dreaming is a gradual cognitive achievement that is not fully adultlike in frequency and complexity until ages 9–11 and in content until ages 11–13.

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Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0102.36 ◽

1992 ◽

Vol 1 (2) ◽

pp. 36-43 ◽

Cited By ~ 5

Author(s):

Marilyn A. Nippold ◽

Ilsa E. Schwarz ◽

Molly Lewis

Keyword(s):

Language Learning ◽

Children And Adolescents ◽

Standardized Tests ◽

Figurative Language ◽

Language Intervention ◽

School Age Children ◽

Educational Materials ◽

Language Learning Disabilities ◽

Promising Application ◽

Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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