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Autor:
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

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

Sprache:
Englisch

Dokumenttyp:
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-Abteilung:
Bildungsqualität und Evaluation

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last modified Nov 11, 2016