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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
I think Jerry Bruner has discussed this phenomenon of repetition as well, possibly in Acts of Meaning. I'm away from my office and don't have the book handy, but I seem to recall that he does discuss the kinds of multiple concerns involved in repeated tellings that Ageliki mentions. Kevin On 12/21/09 12:38 PM, "Ageliki Nicolopoulou" <agn3@Lehigh.EDU> wrote: > The one person that I know who has written about repetitions of > listening, but also telling, the "same" story is Peggy Miller and her > students "Versions of storytelling/versions of experience: Genre for > tools for creating alternative realities" in an edited volume by > Rosengren, Johnson, & Harris (2000) "Imagining the impossible." Their > emphasis in this piece is the type of increasing (and deepening) > understanding that this child who for sometime was repeating the story > of Peter Rabbit was gaining and especially his increasing identification > with Peter Rabbit. > > While I don't dispute the phenomenon that Peggy Miller et al. capture > here, I also think that storytelling (or story listening) repetitions > may have multiple functions/meanings. For example, in children's > spontaneous stories that I have gathered in preschool classrooms using > Paley's storytelling/story-acting activity, children's repetitions of > the same storyline (something that some children love to do!) at times > seems to have to do with what I call, narrative concerns (getting the > story right: that is, a coherent or logical story as the child perceives > it), but other repetitions may indicate more clearly socio-relational > concerns (getting the same effect from other children and maybe adults) > and so on. > > I also think that repetitions of the sort Mike is talking > about--children asking for the same story to be read over and over again > as well as teens or adults reading the same book over and over > again--may serve different functions. I believe the young children love > such repetitions because it mainly allows them to control the world > around them. They can predict what comes next and for a limited amount > of time, they have full control of their (often chaotic and > unpredictable) world. That's why they are very upset if one changes even > one word in these repetitions. However, adolescents (and maybe adults) > may like such repetitions because of the experiences and feelings that > the fictional world creates (and they can bask in it) and also through > repetitions they learn to discover new things...Maybe adolescents love > such repetitions because it helps them see the identity they want/like > to create. At least these are my conjectures about these phenomena. > > In short, I think these are very interesting phenomena that have > occupied my attention for awhile now, but they need to be captured well > and in a natural sort of way... Any thoughts of how to capture these > phenomena would be appreciated. > > Ageliki _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca