Literaturnachweis - Detailanzeige
| Autor/inn/en | Paris, Scott G.; Upton, Laurence R. |
|---|---|
| Titel | Children's Comprehension of Implicit and Explicit Information in Paragraphs. |
| Quelle | (1974), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Ability; Cognitive Development; Cognitive Processes; Comprehension; Developmental Psychology; Elementary School Students; Intellectual Development; Language Acquisition; Memory; Reading Comprehension; Reading Materials; Semantics |
| Abstract | The role of inference in children's comprehension and memory is the subject of this research report. An underlying proposition is that in order for a child to effectively understand and remember linguistic or nonlinguistic information, he must actively embellish the given stimulus material with his own implicit knowledge. In the experiment described the authors sought to assess the developmental changes in the child's ability to infer and remember different kinds of linguistic information with children in grades K through five. Six paragraphs were read to each child; after each of these they were asked 8 Yes/No questions. Four questions were of verbatim information and four were of the different linguistic inferences being studied (presuppositions, inferred consequences, semantic entailment, and implied instruments). Age-related improvements were found for the verbatim information and for the spontaneous processing of implicit information, as well. There is an increased proficiency with age spontaneously performing inferential operations on linguistic material, which may be useful information for those constructing language or reading comprehension instruments. (Author/ED) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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