Children's production of inferences from oral texts∗

Hildyard, Angela

doi:10.1080/01638537909544452

Cited by 19 publications

(12 citation statements)

References 8 publications

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“…The ability to make such a response has been found to improve with age (Hildyard, 1979;Hildyard & Olson, 1978; have difficulty separating empirical truth from logical form under some circumstances.…”

Section: Rationale For the Present Studymentioning

confidence: 96%

Logical Inference Skills in Adult Reading Comprehension: Effects of Age and Formal Education

Franks

1998

Educational Gerontology

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Section: Rationale For the Present Studymentioning

confidence: 96%

Logical Inference Skills in Adult Reading Comprehension: Effects of Age and Formal Education

Franks

1998

Educational Gerontology

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“…Reading studies, however, rarely explore logically necessary inferences. In one of the few reading studies to do so, Hildyard (1979) observed that comprehension of transitive inferences was more dif cult in counterfactual and arbitrary contexts than in meaningful contexts, although performance increased with age in all three contexts.…”

Section: Effects Of Prior Knowledge or Beliefmentioning

confidence: 99%

Deductive Reasoning with Prose Passages: Effects of Age, Inference Form, Prior Knowledge, and Reading Skill

Franks

1997

International Journal of Behavioral Development

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This study applied knowledge about inference-making from the deductive reasoning literature to the drawing of speci c inferences from prose passages . It explored the effects of age, inference form, prior knowledge, and reading skill on inferential comprehension. In Experiment 1, fourth-grade, seventhgrade, and college students read three prose passages, each containing six inferential questions based on premises expressed in the passages. Premise information was either true, false, or neutral with regard to subjects' prior knowledge. To answer the questions correctly, subjects were required to make deductive inferences with six different inference forms. Content (true, false, or neutral) and form interacted differently depending on the age of subjects, but content affected performance with at least some forms for all age groups. When reasoning with conditional forms, subjects' use of more advanced reasoning patterns with true content decreased with false and neutral content, where less advanced reasoning patterns were shown. In Experiment 2, the relationships among reading skill, inference form, and content were explored with seventh-grade and college students. For college students, reading skill had a positive main effect, but did not interact with form or content. For seventh-grad ers, skilled readers were better able than less skilled readers to reason from false and neutral premises with determinate inference forms.

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“…Deductive is the logic demonstrated by the more advanced pupils who are able to pick out facts that pertain to the question being asked. They can decentrate, take the writer's point of view (Paris & Lindauer, 1977;Hildyard, 1977), and produce answers based on what is in the story rather than their own intuitions. By contrast, intuitive thinkers are not quite as mature or wellorganized.…”

Section: Discussionmentioning

confidence: 99%

The Processing Strategies of average and below Average Readers Answering Factual and Inferential Questions on Three Equivalent Passages

Wilson

1979

Journal of Reading Behavior

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Abstract. This study examines the processing strategies of average and below average readers in response to factual and inferential questions. Thirty-six sixth and seventh grade students were given three equivalent passages of 1500 words to read. With each passage, Ss were given four factual and four inferential questions, placed as pre-questions, post-questions, or interspersed questions. The Ss, tested individually, answered the adjunct questions orally and were probed for explanations of their answers. The study concludes that average readers perform better than below average readers on inferential, but not on factual questions on two of the three passages. Ability to synthesize and organize a response, and sensitivity to the author's style and message are cited as plausible explanations for these results.When E.L. Thorndike (1917) addressed the issue, "What is comprehension,"he concluded that comprehension is thinking and as such, relies on inferential processing. The examination of comprehension has continued since that time, with the present era of research into comprehension via mathemagenic activities beginning in the early 1960's. Numerous studies have focused on how questions given in connection with text might focus the reader's attention and improve comprehension. One immediately recognizes attention and comprehension as long-standing issues in the history of psychology. Yet, most mathemagenic studies overlook the overall

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Children's production of inferences from oral texts∗

Cited by 19 publications

References 8 publications

Logical Inference Skills in Adult Reading Comprehension: Effects of Age and Formal Education

Logical Inference Skills in Adult Reading Comprehension: Effects of Age and Formal Education

Deductive Reasoning with Prose Passages: Effects of Age, Inference Form, Prior Knowledge, and Reading Skill

The Processing Strategies of average and below Average Readers Answering Factual and Inferential Questions on Three Equivalent Passages

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