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| Autor/in | van den Broek, Paul |
|---|---|
| Titel | Developmental Changes in the Understanding of Simple and Complex Causal Relations in Stories. |
| Quelle | (1987), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Abstract Reasoning; Adolescents; Age Differences; Children; Cognitive Development; Cognitive Measurement; Cognitive Tests; Developmental Stages; Inferences; Logical Thinking; Reading Comprehension; Reading Processes; Reading Research; Story Reading; Synthesis |
| Abstract | This study investigated the development of students' abilities to integrate information in stories as an aspect of reading comprehension. Students aged 8, 11, 14, and 18 judged the importance of key statements, which varied in their causal relations within an episode, between episodes, and in a higher-order structure, yielding three levels of possible integration. Results showed that within an episode, all age groups judged to the same degree statements that causally integrated many other statements as more important than statements that integrated few other statements. However, only students 11 years old and older recognized the importance of statements that related pairs of episodes. Further, not until students were 14 could they identify statements that allowed higher-order structuring of episodes as important. The findings attest to the central role that causal inferences play in the integration of information in stories. While students of all age groups were sensitive to the causal role of statements within episodes, the ability to infer causal relations at higher levels of integration appears to be strongly related to age and grade level. (Five figures and one table are included.) (JC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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