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(Schlagwörter: "Textinterpretation")

Processing of positive-causal and negative-causal coherence relations in primary school children […] Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; […] Zeitschriftenbeitrag | In: Journal of Child Language | 2017 36656 Endnote: Autor*innen: Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine
Titel: Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
In: Journal of Child Language, 44 (2017) 2, S. 297-328
DOI: 10.1017/S0305000915000872
URN: urn:nbn:de:0111-dipfdocs-191627
URL: http://www.dipfdocs.de/volltexte/2020/19162/pdf/J.Child_Lang_2017_2_Knoepke_et_al_Processing_of_positivecausal_and_negativecausal_coherence_relations_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutsch; Deutschland; Empirische Untersuchung; Erwachsener; Grundschule; Grundschüler; Hören; Kognition; Kognitive Prozesse; Lesen; Leseverstehen; Semantik; Technologiebasiertes Testen; Test; Textanalyse; Textinterpretation; Textverständnis
Abstract: Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German. (DIPF/Orig.)
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