Children's comprehension monitoring of multiple situational dimensions of a narrative

Reading and Writing
Stephanie I WassenburgMenno van der Schoot

Abstract

Narratives typically consist of information on multiple aspects of a situation. In order to successfully create a coherent representation of the described situation, readers are required to monitor all these situational dimensions during reading. However, little is known about whether these dimensions differ in the ease with which they can be monitored. In the present study, we examined whether children in Grades 4 and 6 monitor four different dimensions (i.e., emotion, causation, time, and space) during reading, using a self-paced reading task containing inconsistencies. Furthermore, to explore what causes failure in inconsistency detection, we differentiated between monitoring processes related to availability and validation of information by manipulating the distance between two pieces of conflicting information. The results indicated that the monitoring processes varied as a function of dimension. Children were able to validate emotional and causal information when it was still active in working memory, but this was not the case for temporal and spatial information. When context and target information were more distant from each other, only emotionally charged information remained available for further monitoring processes....Continue Reading

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Citations

Sep 30, 2016·CoDAS·Natalia Freitas RossiCélia Maria Giacheti
Nov 20, 2018·Journal of Environmental Science and Health. Part. B, Pesticides, Food Contaminants, and Agricultural Wastes·Adebimpe Esther OfusoriSreekantha Babu Jonnalagadda
Jun 20, 2020·Research in Developmental Disabilities·Susan Sullivan, Jane Oakhill

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