The Influence Of Language's Narrative Function On Children's Action: An Experimental Study

With the achievements of imitation and symbolic experiment, language was a powerful tool of signification and the main carrier of thought. At the age between 10 to 13 years, the children became an individual with a little bug in his or her head, and this bug was using language to narrate. In the children's mental development, it was through language that the child acquired knowledge of norms and became capable of reasoning. This thesis focused on the capacity of creating narratives in which different points of view could be contrasted that was a crucial prerequisite for the emergence of the new type of mind and proposed that narrative could help children to do action, especially mental action in the concept of languages.Also, an experiment was set to meet the SFC situation in order to test the TDT mind. The experiment included a class of normal students around 13 in a middle school. In this situation, the subjects had to be aware that they were not under direct surveillance. An additional requirement to such a situation was that the subjects might be aware that, if the subjects transgressed, the consequences of the transgression for other people would be negligible. This would eliminate the possibility for the feeling of empathy to influence the freedom of the choice. It could be safely assumed that the TDT theory had illuminated one line in the children's development of the free mental action and the role that the narrative function of language played in it.However, the TDT theory illuminated only one line in the child's mental development - the development of the free moral action and the role that the narrative function of language played in it. In other words, the moral development of a child was a complex process that could only be accounted for in a wide range of interdisciplinary studies.