# Applied Developmental Psychology. Volume 2 by Frederick J Morrison, Catherine Lord and Daniel P. Keating

By Frederick J Morrison, Catherine Lord and Daniel P. Keating (Eds.)

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**Sample text**

Some fish live near the surface of the water, but some fish live way down at the bottom of the ocean. Fish must have light in order to see. There is absolutely no light at the bottom of the ocean. It is pitch black down there. When it is that dark the fish cannot see COMPREHENSION MONITORING 35 anything. They cannot even see colors. Some fish that live at the bottom of the ocean can see the color of their food; that is how they know what to eat. For the implicit text, the following was substituted for the italicized portion above: There is absolutely no light at the bottom of the ocean.

01 level) from the 2inconsistency groups ( + + - and l·). Similar comparisons on the number of inconsistent statements and grade showed that only when there were two sources of information inconsistent did the older children answer " n o " more often. These data show that, as anticipated, making sense of a discourse involves the search for consistent relations among the propositions of a text. If the child can find one (or more) source of information that explains a seemingly inconsistent source, he or she will make sense ofthat statement and consequently is less likely to report an inconsistency in response to general probes.

John asked her if she were hurt. Then he helped her get up negative context, and a positive action. Here, the action is assumed to be consistent with neither the context nor the trait. If the children construct possible worlds in which these positive or negative action expectations are generated, then the four examples would constitute texts in which there are either 0, 1, or 2 inconsistencies with the observed action. In the first example, the children can "make sense" and "expect" the action in COMPREHENSION MONITORING 43 terms of the trait and/or context.