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Author
Knoepke, Julia; Richter, Tobias; Isberner, May-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine:

Title:
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

Source:
In: Journal of Child Language, 44 (2017) 2 , 297-328

URL of full text:
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

URN:
urn:nbn:de:0111-dipfdocs-191627

Language:
Englisch

Document type
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutsch, Deutschland, Empirische Untersuchung, Erwachsener, Grundschule, Grundschüler, Hören, Kognition, Kognitive Prozesse, Lesen, Leseverstehen, Semantik, Technologiebasiertes Testen, Test, Textanalyse, Textinterpretation, Textverständnis


Abstract(original):
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.)


DIPF-Departments:
Educational Quality and Evaluation

Notes: