Story Events Research Articles

Visualizing the Lost Script of South Asia Under the Umbrella of the Digital Humanities Tool VisualEye

Brahmi Script - is one of the earliest scripts known to India and South Asia and it is also an ancestral script for all the indigenous scripts present in India. The researchers, historians, laymen, etc. need these sources of information systematically and handily. In the scholarly world, a huge amount of data and information (Digital Humanities based collections) related to Brahmi script is available but all this information is scattered in the form of texts, images, videos, etc. This creates chaos to understand the overall story of the Brahmi script from its inception to till date. With these issues, we felt motivated to present the data and information related to Brahmi Script among their users in a more informative, easily accessible, and comfortably understandable manner. In this paper, we have tried to connect all the dots related to Brahmi Script under one umbrella with the help of the Digital humanities tool – VisualEyes. Further, we have mapped these multimedia formats with each other on the historical timeline, interactive maps and story events to establish and understand the relationship among the various facets of the Brahmi Script. The impact of this research is more appealing as it has presented a new dimension for any other script to make it more accessible and easily understandable worldwide while using an innovative open-source tool.

Faithful translation in novel ‘City of Fallen Angels’

Background: Many young people now are starting to like reading novels. On this occasion, this research will discuss the translation of novels from English to Indonesian. Novel is a long prose narrative that deals with human life. In this research, the authors focus on faithful translation found in English novels and translated into indonesian. Focused on analyzing how faithful translation is applied by translators in translating novels using Newmark's theory. Purpose: This research aims to determine faithful translation in the novel City of Fallen Angels In the English-Indonesia Version. Design and methods: The method of this research was a descriptive method, using a quantitative approach. The researcher read the novel in both English and Indonesian as part of the data collection process, and then examined the faithful translation. Results: The results obtained from this research indicate that there are thirty data which are of the faithful translation type. Faithful translation based on these findings it can be concluded that translators maintain grammatical and lexical degrees when translating cultural terms. The translator tries to communicate in the target language according to the story events that occur. The faithful translation method emphasizes the source language, it means trying to produce the contextual meaning of the source language but still with the grammatical structure of the target text.

Experience of Beauty: Valuing Emotional Engagement and Collaboration in Teacher-Child Storytelling Activities

At the kindergarten stage, storytelling activities are a proven intervention that promotes children’s vocabulary, reading, oral expression and writing development. The purpose of this study was to examine children’s emotional engagement and cooperation during storytelling by early childhood teachers. This study adopted a qualitative research method with a sample of children (aged 5-6 years) in an inclusive K3 kindergarten in China. Data were collected through video recordings of storytelling activities. Conversation Analysis (CA) and Multimodal Interaction Analysis (MIA) were used as analytical tools for teacher-child emotional engagement and collaboration in storytelling activities. The study focuses on the entertaining nature of teachers’ storytelling organisation, storytelling teaching styles and children’s participation (verbal and non-verbal). The study found that teachers used body language, props and vocal tones to stimulate children’s emotional engagement and cooperation. Children demonstrated their understanding of the story by actively answering questions, catering to body movements, choral singing and creating story segments to achieve co-participation. The data from this study form initial insights into the deepening of children’s aesthetic literacy and socialisation through storytelling activities. This research can further prompt teachers to focus on diversity in the organisation of storytelling activities, as well as help children to immerse themselves in early literacy through their emotional appraisal of story events or characters.

The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion

The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at capturing individuals’ agentic role in SPT and SPT justification strategies. Poisson regressions with Generalized Estimating Equations based on the young adolescents’ essays revealed that CSR peer group members considered more justified perspectives of the issues and provided more justification based on story events and emotional concerns for the perspectives in comparison with fifth graders in the RA and RI groups. Individuals in the RA group generated more emotional justification for their perspectives than RI members. The findings provide insights into the social process of developing SPT under collaborative small-group discussions.

Social media narratives can influence vaccine intentions: The impact of depicting regret and character death

Anticipated regret, the feeling that we might regret a decision in the future, has been identified as a strong predictor of vaccination behavior, and the proliferation of anticipated regret appeals underscores the need for the empirical study of messages that target regret. The current study evaluated the persuasiveness of narrative depictions of regret and character death on COVID-19 booster vaccine intention. Data were collected from 944 adults in a 2 (no depicted regret, depicted regret) × 2 (character survives, dies) between-participants online message experiment. Results demonstrated that depicting regret had a positive effect on booster vaccine intention, especially among Republicans. Moderated serial mediation analysis supported a model where depicted regret had a positive effect on booster vaccine intention via audience replotting of story events and anticipated regret. While this persuasive process occurred for both Republicans and Democrats, the pathway was stronger for Republicans. Additionally, messages depicting character death produced greater anticipated regret. We discuss the theoretical and practical implications of these results.

Examining Readers’ Emotional Responses to Stories

Abstract: Emotional responses are a central feature of readers’ narrative experiences. Situations in which readers adopt characters’ goals and experience similar emotional reactions to story events are often the focus of research on readers’ experiences of stories. However, readers may understand (or appraise) story events in a way that differs from the main character, and may consequently feel different emotions. In the current work, we leverage an appraisal theory perspective to clarify conditions under which readers experience emotions that mirror characters’ emotional responses to story events, as well as conditions under which readers experience distinct emotions. Study 1 examined readers’ experience of anger toward different story characters. Study 2 examined readers’ experience of sadness or fear for one story character. Results suggest that readers appraise the event from both a character’s perspective as well as their individual view, which generally translates into the experience of emotions that correspond with both the character’s appraisals and their own.

The Doctrine of oral Vocalism in the Worship of Lord Muruga found in Sangam Literature

When we think of how the literature of Classic Tamil came into our hands across the river of time, we are amazed. Before the appearance of the script, Early Tamils would have verbally passed on to others what they had thought. One must have passed through the flood of time spreading from one person to another, from one to another, to another. All the thoughts, songs, and conversations of the people should have been expressed verbally until the palm leaf became available as stationery. This principle applies to all the language literature that originated in the world. We can see that when oral messages are transmitted from person to person, the repetition of the word or phrase, the elements of the repetition of stories and phrases that reflect the local culture and life, and the harmony and enrichment of the local culture and life, are constantly being studied. It would not be an exaggeration to say that those who saved it from spilling until it found a place in the palm leaves, the sharp memory of the people who converse, and the expression of the core, the peel, and the first objects of the circulating land. Thus, the folk elements found in the Sangam literature songs sung in the praise of Lord Muruga are matched with the folk tradition. The social context of folk songs, the characters of the storytellers, the time with the participation of the listening audience, the structure of the story events that take place in relation to the location, the identities of the storytellers, the relationships in which the narrator and the audience who listen to the story co-participate, the context in which the mythological elements can be told, the opportunity to perform, etc., are included in the Sangam literature as folk elements.

The Dividing Lines

Abstract This article points at the significance of sharp contrasts in Andrzej Bobkowski's depiction of various aspects of reality, both material and psychological. The demarcation lines run along civilizational differences, social status, nationality, as well as age and former experiences, even, metaphorically, phenomena of nature. Such contrasts provide dramatic context to the events in Bobkowski's short stories while also illuminating seemingly paradoxical elements in his rebellious worldview and turbulent biography. The argument is made on the extent to which Bobkowski's use of contraposition informs both the content and the structure of his fiction.

Personality Trait osf Lead Character in the Novel ‘Oru Kaviriyai Pola’ (Like a Cauvery)

The leading characters include the hero and heroine of the story. A lead protagonist is a character that drives the story a lot. Story development, story nucleus, other story events—all of these can be centred around the main character. This character plays an important role in the novel. The protagonist, or chief character, does great things in the novel. The entire novel can be found in the information about them. These protagonists will be the central characters of the novel. The main protagonists are the characters who drive the plot of the novel. When we think of the world-renowned novels, the characterization of those novels comes to our mind. When we think of the world-renowned novels, the characterizations of those novels, like obligation, acceptance of blame, and sorrow, come to our mind. An example of this is Thagazhi's Karutthamma and Kalki's Sivakami. Like River Kaveri, in the novel, Kaveri's qualities like patience, respect for others, change of heart, artistry, will, joy, compassion, fear are also found in this article. The heroine of the novel "Oru Kaviriyai pola" was a woman who fought against various problems in her life and became successful. The novel "Oru Kaviriyai pola" is a social novel. In this way, she does not have to live with a society that does not agree with her vision. Kaveri comes to India alone from the South African country to change her life where she used to live, just like the characters who step aside, saying ‘let society run its course, I live alone in my course'.

Multiparty storytelling in Umpila and Kuuku Ya’u

ABSTRACT This paper analyzes the functions of interactional devices used by co-tellers in multiparty stories in Umpila and Kuuku Ya’u, two closely related dialects of a Paman language of Cape York Peninsula, Australia. Within the Umpila and Kuuku Ya’u speech community there is a strong cultural preference for multiparty storytelling – a preference which has been noted in a number of Aboriginal Australian contexts. This paper seeks to understand the mechanisms through which co-tellers in these multiparty narratives contribute to the story. It first discusses co-teller roles, and distinguishes three key narrator roles and orders of conduct associated with each. The analysis then focuses on the use of questions and evaluative comments used by one type of co-teller, supporting narrators. The following discussion demonstrates that questions and evaluative comments go beyond immediate functions of seeking information or spontaneous expressive reactions. They help to fulfil expectations on supporting narrators to engage actively in the talk. It is additionally shown that these devices have functions in highlighting key aspects of the story and developing stance in intricate ways that complement the main line of the storytelling. The analysis demonstrates the close coordination of co-tellers in constructing a story; piece-by-piece they collaboratively describe and evaluate the story events as a group, prioritizing a local and situated shared telling over other potential story goals like performance and progressivity of a plot. The analysis of Umpila and Kuuku Ya’u storytelling contributes to the field of interaction and narrative studies by furthering our understanding of the organization of storytelling in different cultures and languages contexts.

When did that happen? The dynamic unfolding of perceived musical narrative

People readily imagine narratives in response to instrumental music. Although previous work has established that these narratives show broad intersubjectivity, it remains unclear whether these imagined stories are atemporal, or unfold systematically over the temporal extent of a musical excerpt. To investigate the dynamics of perceived musical narrative, we had participants first listen to 16 instrumental musical excerpts, which had previously been normed for factors of interest. While listening, participants continuously moved a slider to indicate their fluctuating perceptions of tension and relaxation. In a separate experimental session, participants reported the stories they imagined while listening to each excerpt, and then, while listening to the excerpts a final time, clicked a mouse to mark the time points at which they imagined new events in the ongoing imagined story. The time points of these event markings were not uniformly distributed throughout the excerpts, but were clustered at distinct moments, indicating that imagined narratives unfold in real time and entail general consensus about when listeners imagine events in the music. Moreover, the time points at which people tended to imagine events were correlated with the time points at which people tended to perceive salient changes in musical tension, as separately recorded within the first experimental session. The degree of alignment was greater for excerpts high in narrativity than those low in narrativity. Together, these results show that music can dynamically guide a listener's imagination and there is remarkable intersubjectivity in ‘when’ hear imagined story events in a piece of music.

Codes of culture in modern musical creativity

The purpose of the article is to summarize the issues of modern musical creativity with an emphasis on cultural codes. The methodology of the work is based on the use of scientific research methods, which are dominated by analytics, observation, comparative analysis in accordance and interpretation using a literary source; methods of analysis and synthesis in the selection of culture codes in literary, musical, musical and theatrical interpretation. The scientific novelty of the work lies in the fact that for the first time an analysis of culture codes was made in the musical directed by Andrey Bilous, composer Usein Bekirov "The Overcoat"; ballet Maurice Bejart, composer Hugo Le Bar "The Overcoat"; ballet Radu Poklitaru, composer Olexander Rodin "Wii". Conclusions. Based on the theory, the history of scientific research, culture codes are presented as well-known information in literary titles, their author, their style, genres, and means of musical expression. The musical and ballet genres are self-sufficient and are programmed for creative production, the transmission of information, and its preservation under different interpretations. The musical and the ballet "The Overcoat" have a common and different embodiment of the author's literary source. In the musical by A. Belous – U. Bekirov, the ballet by Maurice Bejart - Hugo Le Bar, the ballet "Viy" by R. Poklitaru – O.Rodin, the main events of the author's story are preserved, but conditionally and under the influence of genre features. The music of the works has a stylistic plurality, the composers turn to different intonation-rhythmic layers, but with all the changes, taking into account genre features, the codes of culture remained recognizable.
 Key words: culture code, interpretation, musical creativity, musical and theatrical genre, musical, ballet.

Individual differences in the effectiveness of a narrative-promoting intervention: Relation with executive function skills

This work is based on previous studies showing that a short conversational intervention (SCI) focusing on the causes of the story events is effective in promoting the causal and mental content of children’s narratives. In these studies, however, not all the children improved their narratives after the SCI). The present study examined individual differences in the effectiveness of the SCI and investigated whether they were related to variation in the children’s executive function skills such as cognitive inhibition and flexibility. Eighty 6- to 8-year-old French-speaking children participated in the narrative task and executive function tasks. In the narrative task, they first told a story (NAR1) based on the Stone Story made up of five wordless pictures involving a misunderstanding between two characters; each child then participated in the SCI, and finally narrated the story a second time (NAR2). Then, the children were presented with executive function tasks. Cognitive inhibition was assessed by the Animal Stroop test, and cognitive flexibility was assessed by a three-criterion classification task and a local/global figure-matching task. Group results showed that the children expressed the misunderstanding between the characters in mental terms significantly more in their second than in their first narratives. Results also showed individual variation in the post-SCI improvements and indicated a significant positive relation between large improvements in the children’s post-SCI narrative and their inhibitory control skills. No significant relations were found in this study between large improvements and the two cognitive flexibility measures. These results suggest that narrative-promoting interventions should closely consider individual differences in the effectiveness of their procedures and envisage working not only on promoting narrative content but also on the skills needed to benefit from the interventions.

The Role of Illustrations in Following Along with the Events in Fiction

The study explores the effect of using illustrations with written narratives in short stories on the readers who are following along with the events and linking these events together. The study also explores the impact of applying critical thinking skills in using illustrations with the written narrative on readers who are following along with the events of the short story and linking them together. A mixed method was used to answer the questions and obtain the results. The quantitative method was used, where a study sample consisting of 35 students who were asked to submit an exam twice. The first time the exam contained only the written text. However, the second exam contained both the written text and the illustrations from a book. The qualitative method was applied on the same sample of students, where they were interviewed and asked whether the illustrations helped them in answering the questions on the written narrative. Next, they were asked specifically about the six questions which were based on the students’ use of their critical thinking skills in linking the provided illustrations with the written narrative. The study concluded by presenting how illustrations have a great effect on the students’ following along with the events and understating the main ideas in the narrative story. The results also show that the written text cannot always stand alone, and especially when it comes to young readers because they still lack the experience and the ability to be able to understand things on their own.
 
 Received: 30 November 2021 / Accepted: 3 February 2022 / Published: 5 March 2022

How do we recall the story of our lives? Evidence for a temporal order in the recall of important life story events

ABSTRACT Based on the chronological nature of extensive life narratives, in two studies, we investigated whether a temporal order can also be found for the retrieval of important life story events. The data of Study 1 come from 52 older adults (Mage = 70.35, SDage = 6.09) who reported seven important events from their life. We used multilevel analysis to take into account the hierarchical structure of the data but also to investigate individual differences. Results showed a significant temporal order effect which considerably differed between persons. In further exploratory analyses using group-based modelling, we identified three groups that differed in the direction (i.e., forward and backward) and in the size of the temporal order effect. The use of life scripts was not associated with a forward temporal order. Study 2 was conceptualised as a replication study and included 88 participants (Mage = 68.60, SDage = 6.63) who recalled up to 15 important life events. The temporal order effect, as well as the three trajectories of temporarily ordering important life story events, were replicated. Again, the use of life script was not associated with a forward ordered recall. Potential explanations for a forward and backward temporal recall order are discussed.

The Use of Deixis in the Students’ Writing Narrative Texts

The study's goal was to identify different types of deixis and types of errors found in students' narrative text writing. There is person deixis, which is the name of the person in the story, spatial deixis, which is the location of the story, temporal deixis, which is the time when the story events, social deixis, which is the social in the surrounding environment, and discourse deixis, which is the part or the next chapter of the story (Levinson, 1983). The descriptive qualitative method was used in this study. The subjects were eight 10th grade students from SMK IKIP Gedangan in Sidoarjo. The instrument in this study was the students' work who took the remedial because their score was less than 70. Students were assigned to write Narrative texts by the teacher. The data was analyzed, examined, and a conclusion was reached based on the deixis. The researchers discovered deixis and error analysis in student writing. There are kind deixis of stories in narrative text that students written like temporal deixis, person deixis, spatial deixis, social deixis, and deixis discourse. For the error analysis there are ommission, addition, misinformation and misordering.

DIDACTIC AND CORRECTION POTENTIAL OF FAIRY TALE TEXTS IN TEACHER’S WORK

The article summarizes theoretical approaches to stimulating the cognitive activity of junior schoolchildren through fairy tale therapy. Recommendations are developed and specific methods of applying fairy tales texts in the educational process are proposed, which can be used by primary school teachers, defectologists, speech therapists in organizing group and individual classes, parents of children with special educational needs in correctional and developmental work. The attractiveness of fairy tales as a means of correctional and pedagogical influence is due to their properties: the absence of direct teachings; the events of a fairy tale story are logical, naturally follow each other, which allows children to learn cause and effect relationships and rely on them; through the images of a fairy tale, a child gets acquainted with the experience of many generations. Fairy tale plots deal with situations and problems that everyone experiences. The victory of goodness provides the child with a sense of psychological security. Students learn that trials contribute to the inner improvement of a person. The main character of the fairy tale is a collective image with which the child can identify. The didactic potential of using fairy tales in the educational process of primary school is realized through creating a favorable atmosphere for students to communicate with the teacher; stimulating students’ cognitive activity; ensuring that learning is connected to the child’s real experience; and developing the ability to solve problems independently. Fairy tales provide inexhaustible opportunities for pedagogical creativity. At the same time, it is necessary to clearly adhere to the set didactic or correctional goal in working with a fairy tale, to avoid oversaturation of classes with fairy tale “atmosphere” and characters in order to ensure maximum efficiency of using this powerful diagnostic and educational tool.

Imaginative processes in children are not particularly imaginative.

The authors argue that children prefer fictions with imaginary worlds. But evidence from the developmental literature challenges this claim. Children's choices of stories and story events show that they often prefer realism. Further, work on the imagination's relation to counterfactual reasoning suggests that an attraction to unrealistic fiction would undermine the imagination's role in helping children understand reality.

Computational Understanding of Narratives: A Survey

Storytelling, and the delivery of societal narratives, enable human beings to communicate, connect, and understand one another and the world around them. Narratives can be defined as spoken, visual, or written accounts of interconnected events and actors, generally evolving through some notion of time. Today, information is typically conveyed over online communication mediums, such as social media and blogging websites. Consequently, the act of narrative delivery itself has shifted from simply imparting information through self-contained structures such as books, to more fragmented structures, such as social media websites, where evolving story events are constructed over multiple online sources. Ubiquitous online conversation can manifest into sophisticated narratives that have the potential to influence wide-spread user interpretations of cultural sentiments, attitudes, values, as well as geopolitical events and facts. As a result, narratives are actively being used as strategic tools for shaping local events, promoting collective opinions, and asserting ideologies and propaganda, making them sources of interest for identifying themes, intentions, and goals across multiple communities and potential adversaries. Identifying fragmented narratives, extracting thematic and temporal components that constitute evolving narratives, and locating signs of active rhetoric framing tactics, are difficult to detect and analyze without large-scale automation. This problem can be addressed through the use of natural language understanding technologies. Our goal is to document and discuss methods to efficiently construct, extract, and detect evolving online narratives. The novel contribution of this paper is the formal collation and documentation of such technologies and research areas, as well as extensive discussion on open research challenges and goals in the definition, identification, construction, generation, and representation of online narratives. To our knowledge, there is currently no existing formal documentation that organizes and provides extended discussion on narrative understanding research areas and open challenges.

Extracting and Clustering of Story Events from a Story Corpus

Extracting and Clustering of Story Events from a Story Corpus