Comprehension skill, inference making ability and their relation to knowledge.

Psychology

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https://doi.org/10.3758/BF03196414
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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Comprehension skill, inference making ability and their relation to knowledge. / Cain, K.; Barnes, M. A.; Bryant, P. E. et al.
In: Memory and Cognition, Vol. 29, No. 6, 01.09.2001, p. 850-859.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K, Barnes, MA, Bryant, PE & Oakhill, JV 2001, 'Comprehension skill, inference making ability and their relation to knowledge.', Memory and Cognition, vol. 29, no. 6, pp. 850-859. https://doi.org/10.3758/BF03196414

APA

Cain, K., Barnes, M. A., Bryant, P. E., & Oakhill, J. V. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29(6), 850-859. https://doi.org/10.3758/BF03196414

Vancouver

Cain K, Barnes MA, Bryant PE, Oakhill JV. Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition. 2001 Sept 1;29(6):850-859. doi: 10.3758/BF03196414

Author

Cain, K. ; Barnes, M. A. ; Bryant, P. E. et al. / Comprehension skill, inference making ability and their relation to knowledge. In: Memory and Cognition. 2001 ; Vol. 29, No. 6. pp. 850-859.

Bibtex

@article{3643bf1ce443408aa7c6c7a7e5be4a68,

title = "Comprehension skill, inference making ability and their relation to knowledge.",

abstract = "In this study we investigated the relation between young children's comprehension skill and inferencemaking ability using a procedure that controlled individual differences in general knowledge (Barnes & Dennis, 1998; Barnes, Dennis, & Haefele-Kalvaitis, 1996). A multiepisode story was read to the children, and their ability to make two types of inference was assessed: coherence inferences, which were essential for adequate comprehension of the text, and elaborative inferences, which enhanced the text representation but which were not crucial to understanding. There was a strong relation between comprehension skill and inference-making ability even when knowledge was equally available to all participants. Subsidiary analyses of the source of inference failures revealed different underlying sources of difficulty for good and poor comprehenders.",

author = "K. Cain and Barnes, {M. A.} and Bryant, {P. E.} and Oakhill, {J. V.}",

note = "Cain was lead author on an international collaboration and wrote the manuscript. She modified Barnes' materials, modified the experimental design, collected and analysed the data. She presented these data at a meeting of the EPS (Nottingham, 2000). RAE_import_type : Journal article RAE_uoa_type : Psychology",

year = "2001",

month = sep,

day = "1",

doi = "10.3758/BF03196414",

language = "English",

volume = "29",

pages = "850--859",

journal = "Memory and Cognition",

issn = "0090-502X",

publisher = "Springer New York",

number = "6",

}

RIS

TY - JOUR

T1 - Comprehension skill, inference making ability and their relation to knowledge.

AU - Cain, K.

AU - Barnes, M. A.

AU - Bryant, P. E.

AU - Oakhill, J. V.

N1 - Cain was lead author on an international collaboration and wrote the manuscript. She modified Barnes' materials, modified the experimental design, collected and analysed the data. She presented these data at a meeting of the EPS (Nottingham, 2000). RAE_import_type : Journal article RAE_uoa_type : Psychology

PY - 2001/9/1

Y1 - 2001/9/1

N2 - In this study we investigated the relation between young children's comprehension skill and inferencemaking ability using a procedure that controlled individual differences in general knowledge (Barnes & Dennis, 1998; Barnes, Dennis, & Haefele-Kalvaitis, 1996). A multiepisode story was read to the children, and their ability to make two types of inference was assessed: coherence inferences, which were essential for adequate comprehension of the text, and elaborative inferences, which enhanced the text representation but which were not crucial to understanding. There was a strong relation between comprehension skill and inference-making ability even when knowledge was equally available to all participants. Subsidiary analyses of the source of inference failures revealed different underlying sources of difficulty for good and poor comprehenders.

AB - In this study we investigated the relation between young children's comprehension skill and inferencemaking ability using a procedure that controlled individual differences in general knowledge (Barnes & Dennis, 1998; Barnes, Dennis, & Haefele-Kalvaitis, 1996). A multiepisode story was read to the children, and their ability to make two types of inference was assessed: coherence inferences, which were essential for adequate comprehension of the text, and elaborative inferences, which enhanced the text representation but which were not crucial to understanding. There was a strong relation between comprehension skill and inference-making ability even when knowledge was equally available to all participants. Subsidiary analyses of the source of inference failures revealed different underlying sources of difficulty for good and poor comprehenders.

U2 - 10.3758/BF03196414

DO - 10.3758/BF03196414

M3 - Journal article

VL - 29

SP - 850

EP - 859

JO - Memory and Cognition

JF - Memory and Cognition

SN - 0090-502X

IS - 6

ER -

Research

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