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

K Cain; J V Oakhill; M A Barnes; P E Bryant

doi:10.3758/bf03196414

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

K Cain·J V Oakhill·M A Barnes·P E Bryant

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Abstract

In this study we investigated the relation between young children's comprehension skill and inference-making 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.

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Child Cognition Concept Formation Female Humans Knowledge Male Mental Recall Reading Retention, Psychology Comparative Study Journal Article Research Support, Non-U.S. Gov't

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K Cain, J V Oakhill, M A Barnes, P E Bryant. 2001. Comprehension skill, inference-making ability, and their relation to knowledge.. https://doi.org/10.3758/bf03196414

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