What supplies the concepts in causal inferences in story comprehension? This question was examined in 5 experiments. Elementary school children and college students listened to stories containing a "premise" sentence describing a character's intent in initiating a series of actions, followed by an unexpected "outcome." After each story, the subjects were asked inference questions about the reason for the outcome (Experiments 1-4) or asked to explain the outcome (Experiment 5). In the various experiments, the availability of object concepts for an inference was manipulated by providing 0 or 2 clues preceding the outcome, additional filler information that diluted the clue information, a mention of an object in the premise or no mention, and an object title for each story or no title. The results suggested that the availability of an object concept in sentences prior to the outcome was a critical determinant of whether an object inference occurred, especially for children. Given availability, the thematic prominence of the object influences whether the object will be used in an inference.
What supplies the concepts in causal inferences in story comprehension? This question was examined in 5 experiments. Elementary school children and college students listened to stories containing a "premise" sentence describing a character's intent in initiating a series of actions, followed by an unexpected "outcome." After each story, the subjects were asked inference questions about the reason for the outcome (Experiments 1-4) or asked to explain the outcome (Experiment 5). In the various experiments, the availability of object concepts for an inference was manipulated by providing 0 or 2 clues preceding the outcome, additional filler information that diluted the clue information, a mention of an object in the premise or no mention, and an object title for each story or no title. The results suggested that the availability of an object concept in sentences prior to the outcome was a critical determinant of whether an object inference occurred, especially for children. Given availability, the thematic prominence of the object influences whether the object will be used in an inference.
Three experiments were conducted to determine if children are sensitive to topical discontinuity in judging story adequacy. Second-and fifth-grade children and college students listened to stories containing an action sequence involving a premise, a set of filler actions, and an outcome. Topical discontinuity was manipulated by including fillers that were continuous with the outcome, that described a set of actions discontinuous with the outcome, or that described both discontinuous actions and a discontinuous character. In addition, titles and instructions were varied. Even the second graders showed competence in judging the discontinuous stories, and sensitivity varied with both titles and instructions.We thank the children and staffs of Etta Wilson, Kemblesville, Pulaski, and Drew/Pyle Elementary Schools and the college students who contributed to this research.
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