Age dynamics of narrative construction of experience

- Зазимко, О.В. (orcid.org/0000-0003-0422-3669), Шиловська, О.М. (orcid.org/0000-0002-7256-9365) and Тонконог, І.В. (orcid.org/0000-0001-8488-8526) (2023) Age dynamics of narrative construction of experience Журнал сучасної психології, 1 (28). pp. 60-68. ISSN 2786-7471

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Abstract

The article carries out an analytical and descriptive analysis of the results of an empirical study of the level of formation of interpretation as a mechanism of narrative construction of experience by children and youth. To determine the level of formation of the interpretation process, a diagnostic procedure based on the hermeneutic method of working with the text is proposed. Application of the specified procedure allows to identify the following levels of interpretation: pre-semantic, transitional to semantic, semantic, transitional to meta-semantic, meta-semantic. The implementation of the diagnostic procedure on 230 schoolchildren and students made it possible to find out the age-specific features of the construction of experience, taking into account the configurations of the correlation of its internal and external contexts. It was established that it is characteristic of younger schoolchildren to have a formed pre-semantic level of interpretation, for teenagers – a transitional to semantic and semantic level, for boys and girls – a semantic or transitional to meta-semantic level. The analysis of the results of the work of the interviewed respondents with the text made it possible to determine the leading cognitive and personal characteristics of different age periods, which provide the process of narrative construction experience. Younger schoolchildren are able to formulate the main idea of the work and write their own continuation, although they have significant difficulties in determining the problematic situation of the text and formulating questions to the author of the work. Teenagers single out the problem, the main ideas and thoughts of the text, can put forward their own assumptions about the further development of events, ask questions to the author of the text. At a young age, a person is able to clearly define the main idea in sociocultural texts, highlight a problem, understand the main semantic milestones, elaborate the plot by establishing a dialogue with the author, which, in turn, is connected with an adequate assessment of one’s own capabilities, the ability to make one’s own decisions and actively and responsibly implement them in your life. The formation of leading interpretation skills ensures reflexivity in younger schoolchildren, the development of dialogicity and reflexivity in teenagers, and personal and professional self-determination in early youth.

Item Type:	Article
Keywords:	construction of experience, interpretation, level of formation of the interpretation process, internal context, external context, younger schoolchildren, teenagers, youth
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 8 Language. Linguistics. Literature
Divisions:	Institute of Psychology after N.Kostiuk > Department of cognitive psychology
Depositing User:	науковий співробітник Л.П. Яковенко
Date Deposited:	31 Jul 2023 12:46
Last Modified:	31 Jul 2023 12:46
URI:	https://lib.iitta.gov.ua/id/eprint/736153

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