“Imagining a film” or directing a film before writing a script Two classroom experiments (notice n° 161257)
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| fixed length control field | 01787cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032816.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Galissier, Céline |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | “Imagining a film” or directing a film before writing a script Two classroom experiments |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 71 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The aim of this study is to explore to what extent the imagined or concrete representation of a story can improve students’ written production. In the field of reading, it is widely accepted that the ability to “imagine a film” is a sign of the quality of comprehension, but when it comes to writing, this hypothesis has not been explored. In a first experiment, we randomly assigned the pupils of two sixth grade classes under two experimental conditions: writing after having imagined a film vs. without this imaginative instruction. In a second experiment, the students had to write after having directed a short film vs. without this directing task. In the first experiment, the results show an effect of the imagination instruction on the presence of descriptions in the text. In the second experiment, directing the film had the same effect on descriptions, as well as an effect on the indicators that reflect the characters’ experience, their point of view. Therefore, the act of visualizing the story to be written, whether concretely or through imagination, has an effect on the content of the written production. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | developmental psychology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | new technologies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autism |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Tricot, André |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | o 3 | 3 | 2020-07-16 | p. 295-312 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-enfance-2020-3-page-295?lang=en">https://shs.cairn.info/journal-enfance-2020-3-page-295?lang=en</a> |
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