Literaturnachweis - Detailanzeige
Autor/inn/en | Knoepke, Julia; Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine |
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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 |
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 |