Cerebral Palsy

Caillies, Stéphanie

doi:10.1007/978-3-319-47489-2_7

Cited by 1 publication

(2 citation statements)

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“…We suggest that the psychological inferences we studied are a particular kind of pragmatic inferences. Pragmatic inferences are related to ToM, but potentially cover a broader spectrum, encompassing shared knowledge, beliefs, and social and cultural norms-in other words, all aspects of social interactions (Caillies, 2017). It has been suggested in the literature that there is a dependent relation between anaphoric (i.e., referential) and causal inferences.…”

Section: Discussionmentioning

confidence: 99%

“…In essence, nonpsychological inferences require the retrieval of world general knowledge based on semantics, whereas psychological inferences rely on more contextualised knowledge relating to social interactions, allowing to explain characters’ mental states and motivation to act. These inferences should be viewed as psychological, in that the characters’ intentions and mental states may be implied in the text without actually being described (Caillies, 2017; Grice, 1989). It could therefore be assumed that contextualised knowledge is harder to be retrieved than general knowledge when it comes to linking textual information, and consequently cannot be efficiently used for answering questions.…”

Section: Discussionmentioning

confidence: 99%

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Psychological and nonpsychological inferences in reading comprehension in children: The role of initial level comprehension.

Ledoux¹,

Declercq²,

Caillies³

2023

Canadian Journal of Experimental Psychology / Revue canadienne

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This study investigated young children’s ability to draw psychological and nonpsychological inferences during reading comprehension. Whereas nonpsychological inferences require the retrieval of general background knowledge, psychological inferences rely on more contextualised knowledge relating to mental states. Based on several pretests, children, who were able to read fluently, aged 7–8 years (second graders; n = 42) and 8–9 years (third graders; n = 46) were assigned to either a skilled comprehenders group or a less skilled comprehenders group, based on their listening comprehension. They were then given short stories to read, followed by comprehension questions. Some questions required the drawing of psychological or nonpsychological inferences. Generalized linear mixed models revealed that (a) psychological inferences were more difficult to generate than nonpsychological inferences for all the children, skilled and less skilled comprehenders alike, (b) both types of inference skills (psychological and nonpsychological) were associated with similar improvements as grade level increased, and (c) less skilled comprehenders had greater difficulty than skilled comprehenders generating psychological and nonpsychological inferences.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%