@inproceedings{yin-etal-2026-clara,
title = "{CLARA}: Can {AI} Assess Developmental Appropriateness in Children{'}s Stories?",
author = "Yin, Sijing and
Wang, Zirui and
Liu, Qian and
Liu, Jiamou",
editor = "Lee, Hung-Yi and
Dev, Sunipa and
Li, Jessy and
Elliott, Desmond",
booktitle = "Findings of the {A}ssociation for {C}omputational {L}inguistics: {EMNLP} 2026",
month = oct,
year = "2026",
address = "Budapest, Hungary",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.findings-emnlp.257/",
pages = "5390--5403",
ISBN = "979-8-89176-462-0",
abstract = "Assessing the developmental suitability of children{'}s narratives is important for educational recommendation and developmental literacy research, yet such assessment typically relies on subjective and difficult-to-scale human judgment. This raises an important question: Can AI systems approximate human developmental judgments of children{'}s stories? To study this problem, we introduce CLARA, a cognitively grounded framework for developmental narrative understanding through structured annotation across cognitive (COG), language (LAN), and social-emotional (SEL) dimensions, together with a bilingual benchmark resource containing 1107 Chinese{--}English children{'}s stories with normalized silver developmental references and structured developmental annotations. We evaluate CLARA through benchmark comparison, component analysis, translated bilingual consistency analysis, and blinded human evaluation with educators. Experimental results show that structured developmental annotation achieves substantially stronger alignment with developmental references and human judgments than readability-based methods and direct prompting baselines. Overall, our findings suggest that AI systems can approximate certain aspects of human developmental judgment when guided by structured developmental annotation, while also highlighting the importance of interpretability and human oversight in educational NLP."
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<abstract>Assessing the developmental suitability of children’s narratives is important for educational recommendation and developmental literacy research, yet such assessment typically relies on subjective and difficult-to-scale human judgment. This raises an important question: Can AI systems approximate human developmental judgments of children’s stories? To study this problem, we introduce CLARA, a cognitively grounded framework for developmental narrative understanding through structured annotation across cognitive (COG), language (LAN), and social-emotional (SEL) dimensions, together with a bilingual benchmark resource containing 1107 Chinese–English children’s stories with normalized silver developmental references and structured developmental annotations. We evaluate CLARA through benchmark comparison, component analysis, translated bilingual consistency analysis, and blinded human evaluation with educators. Experimental results show that structured developmental annotation achieves substantially stronger alignment with developmental references and human judgments than readability-based methods and direct prompting baselines. Overall, our findings suggest that AI systems can approximate certain aspects of human developmental judgment when guided by structured developmental annotation, while also highlighting the importance of interpretability and human oversight in educational NLP.</abstract>
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%0 Conference Proceedings
%T CLARA: Can AI Assess Developmental Appropriateness in Children’s Stories?
%A Yin, Sijing
%A Wang, Zirui
%A Liu, Qian
%A Liu, Jiamou
%Y Lee, Hung-Yi
%Y Dev, Sunipa
%Y Li, Jessy
%Y Elliott, Desmond
%S Findings of the Association for Computational Linguistics: EMNLP 2026
%D 2026
%8 October
%I Association for Computational Linguistics
%C Budapest, Hungary
%@ 979-8-89176-462-0
%F yin-etal-2026-clara
%X Assessing the developmental suitability of children’s narratives is important for educational recommendation and developmental literacy research, yet such assessment typically relies on subjective and difficult-to-scale human judgment. This raises an important question: Can AI systems approximate human developmental judgments of children’s stories? To study this problem, we introduce CLARA, a cognitively grounded framework for developmental narrative understanding through structured annotation across cognitive (COG), language (LAN), and social-emotional (SEL) dimensions, together with a bilingual benchmark resource containing 1107 Chinese–English children’s stories with normalized silver developmental references and structured developmental annotations. We evaluate CLARA through benchmark comparison, component analysis, translated bilingual consistency analysis, and blinded human evaluation with educators. Experimental results show that structured developmental annotation achieves substantially stronger alignment with developmental references and human judgments than readability-based methods and direct prompting baselines. Overall, our findings suggest that AI systems can approximate certain aspects of human developmental judgment when guided by structured developmental annotation, while also highlighting the importance of interpretability and human oversight in educational NLP.
%U https://aclanthology.org/2026.findings-emnlp.257/
%P 5390-5403
Markdown (Informal)
[CLARA: Can AI Assess Developmental Appropriateness in Children’s Stories?](https://aclanthology.org/2026.findings-emnlp.257/) (Yin et al., Findings 2026)
ACL