Comprehension of complex sentences in children at three levels of cognitive development

Abstract

The purpose of this study was to explore the relationship between level of cognitive development and the comprehension of complex sentences in children. Twenty males and 20 females at the preoperational and concrete operational levels of cognitive development who were attending regular first-, fourth-, and seventh-grade classes served as subjects. Four examples each of parallel and nonparallel function forms of center-embedded and right-branching sentences served as stimuli within an object-manipulation task. The sentences were also described in terms of those containing a reversed word order clause, a clause with a role change (nonparallel function), neither, or both. Preoperational children could interpret sentences containing neither reversed word order nor role change as well as concrete operational children. Concrete operational children providing identity and reversibility arguments during conservation tasks had a significantly higher accuracy rate on sentences containing either role change or reversed word order than preoperational children. Concrete operational children providing reversibility, identity, and compensation arguments had a significantly higher accuracy rate on sentences containing role change and both role change and reversed word order than any other group of children. Preoperational children were noted to rely heavily on the use of word-order strategy to decode the sentences. Reliance on this strategy decreased as cognitive level advanced.