oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Individual differences in children's comprehension of temporal relations: Dissociable contributions of working memory capacity and working memory updating
Örebro University, School of Humanities, Education and Social Sciences. Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.ORCID iD: 0000-0002-8056-3561
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands.
Show others and affiliations
2019 (English)In: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 185, p. 1-18Article in journal (Refereed) Published
Abstract [en]

In two experiments, we examined 9- to 12-year-old children's comprehension and processing of two-clause sentences with a temporal connective (before or after) in the sentence-medial or sentence-initial position. We obtained measures of individual differences in working memory (WM) capacity and WM updating to test their contributions to comprehension. We measured the accuracy of children's responses to the questions "What happened first?" (Experiment 1; N = 74) and "What happened last?" (Experiment 2; N = 50) as well as their sentence reading times. Together, these experiments show continued development of comprehension of temporal relations in children in upper elementary school and suggest that children's comprehension difficulties (i.e., more comprehension errors and longer reading times) were influenced by clause salience and recency effects rather than sentence chronology or the familiarity of the connective. Our findings are consistent with a memory resource-limited account and suggest that individual differences in WM updating and WM capacity make dissociable contributions to processing and comprehension of sentences with temporal order information.

Place, publisher, year, edition, pages
Elsevier, 2019. Vol. 185, p. 1-18
Keywords [en]
Clause salience, Developmental science, Reading comprehension, Recency, Temporal connectives
National Category
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-74233DOI: 10.1016/j.jecp.2019.04.007ISI: 000474678800001PubMedID: 31077975Scopus ID: 2-s2.0-85065194847OAI: oai:DiVA.org:oru-74233DiVA, id: diva2:1315637
Note

Funding Agency:

Institute of Education and Child Studies at Leiden University

Available from: 2019-05-14 Created: 2019-05-14 Last updated: 2019-07-30Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopus

Authority records BETA

Karlsson, Josefine

Search in DiVA

By author/editor
Karlsson, Josefine
By organisation
School of Humanities, Education and Social Sciences
In the same journal
Journal of experimental child psychology (Print)
Psychology

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 44 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf