The interaction between executive functions and paths of learning enhancement obtained through multi-linear narrative apparatuses within a developmental perspective on the late infancy and pre-puberty

Abstract

It is debatable whether or not storytelling and multilinearity could still be considered as two separate artefacts, result from the opposition between analogic-metaphorical and logical-discursive thought—as maintained by Bruner (1994). Therefore, the question is: are they still irreducible? This article’s hypothesis is that multi-linear storytelling apparatuses (Salmaso, 2011)—inclusive of the classical paradigms of storytelling—may make it clearer the possible link between narrative-sequential and logic-paradigmatic
thought. This connection is made evident when storytelling apparatuses are compared with graphic and expressive representational models aimed at focusing and facilitating the accomplishment of procedures—which are regarded as potentially computable (Olimpo, 2011). Once this task of clarity is undertaken, possible outcomes may lead to an advantageous representation of problem setting, provided it serves the goal of didactic and pedagogical enhancement (Minello and Margiotta, 2011). Hence,
the leading hypothesis of this paper is that Multi-linear Narrative processes (i.e. a plurality of voices, decision-making nodes, changes of structure, and enrichment of the narrative plot—as maintained by the Grammar of Stories) activate processes that are involved in the construction of the representation of a problem—according to the ecologic-sequential model of Executive Functions (Zelazo et al., 1997; 2003).