ERIC Number: ED199689
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Children's Inferential Comprehension of Pragmatic Causal Relations in Reading.
Morgan, Argiro Louchis
A study investigated the separate and combined effects of the syntactic organization of the sentence, the contextual framework in which a message is embedded, and the readers' past experiences on children's inferential reading comprehension of pragmatic cause/effect statements. The subjects, 144 fourth grade students, were asked to specify the implied event frames of target stimuli that varied in semantic difficulty, contextual presentations, and syntactic form. Results showed that without controls over short term memory, the majority of students responded correctly to literal questions. More correct responses were given to questions based upon the frequent experiences of children than to questions based upon their less frequent experiences. The data also indicated that fourth grade middle-class children of average or above average reading ability were quite successful in retaining and repeating upon questioning a surface repetition of a deleted syntactic form regardless of whether the causal relationship was stated explicitly or implicitly. The findings suggest that if target information is presented in isolation rather than embedded in text, literal recall is enhanced. (Materials used in the study are appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Inference Comprehension; Schema Theory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).