ERIC Number: ED215334
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Effects of Age and Task Type on Comprehending Explicit, Implicit and Metaphorical Information in Written Text.
Kincade, Kay M.; Restaino-Baumann, Lillian C. R.
Children's reading comprehension of explicit, implicit, and metaphorical information was investigated to determine the effects of grade level and recall task type. After reading prose selections containing the three types of information, 40 second and 40 fifth grade students were assessed on either cued or free recall tasks. Their comprehension was evaluated on the quantity and type of propositional units recalled. The results showed that fifth grade subjects recalled more information than the second grade subjects in all categories. The cued recall means were consistently larger than the free recall means in all categories. Correlations for the explicit, implicit, and metaphor scores for each grade level indicated that second grade students performed equally well on explicit, implicit, or metaphor information. The correlations also indicated that if fifth grade students did well on implicit recall, they would be more likely to do well on metaphor recall. Thus, the findings emphasized (1) the impact that the specific task had on children's recall, and (2) the ability of very young children to comprehend metaphors and make appropriate inferences when provided retrieval cues. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Inference Skills; Task Orientation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).