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 (2017) 2, S.297-328 (32 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0009 |
Schlagwörter | Language Processing; Accuracy; German; Elementary School Students; Generalization; Reading Comprehension; Listening Comprehension; Case Studies; Prediction; Language Acquisition; Semantics; Connected Discourse; Adults; Task Analysis; Child Development; Cognitive Ability; Foreign Countries; Questionnaires; Germany |
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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |