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.

Autor/inn/en	Knoepke, Julia; Richter, Tobias; Isberner, Maj-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 (2016) 2, S. 297-328 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0305-0009; 1469-7602
DOI	10.1017/S0305000915000872
Schlagwörter	Empirische Untersuchung; Kognitiver Prozess; Test; Grundschule; Primarbereich; Schüler; Hören; Deutsch; Linguistik; Semantik; Textverständnis; Lesen; Leseverstehen; Computerunterstütztes Verfahren; Kausalität; Erwachsener; Student; Deutschland; Frankfurt am Main; Kassel; Köln
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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/3