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Adolescent Narrative Thought: Developmental and Neurological Evidence in Support of a Central Social Structure

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Abstract

In this chapter we discuss how young adolescents gradually develop the capacity to interpret human intentions and, in so doing, develop a deeper understanding of the social world, as evidenced in their stories and interpretations of events in their lives. Robbie Case’s theory is utilized to explain how and why developmental change occurs in the domain of narrative thought. More specifically, we argue that growth in working memory capacity permits the assembly of increasingly complex narrative structures and that working memory capacity sets an upward limit on development. Further, we link such cognitive growth to neurological research.

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Notes

  1. 1.

    The developmental scoring schemes are available from the first author on request.

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Authors and Affiliations

  1. Division of Applied Psychology, University of Calgary, Calgary, AL, Canada

    Anne McKeough

  2. Simon Fraser University, Burnaby, BC, Canada

    Stephanie Griffiths

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  1. Anne McKeough
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Correspondence to Anne McKeough .

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Editors and Affiliations

  1. Ontario Inst. Studies in Education, Dept. Human Development &, University of Toronto, Bloor Street West 252, Toronto, M5S 1V6, Ontario, Canada

    Michel Ferrari

  2. Ontario Inst. Studies in Education, Dept. Human Development &, University of Toronto, Bloor Street West 252, Toronto, M5S 1V6, Ontario, Canada

    Ljiljana Vuletic

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McKeough, A., Griffiths, S. (2010). Adolescent Narrative Thought: Developmental and Neurological Evidence in Support of a Central Social Structure. In: Ferrari, M., Vuletic, L. (eds) The Developmental Relations among Mind, Brain and Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3666-7_9

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