Golding, J. M., Millis, K. M., Hauselt, J., & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R. F. Lorch & E. J. O'Brien (eds.), Sources of coherence in reading (pp. 127-143). Hillsdale, England.

Golding, J.; Millis, K.; Hauselt, J.; Sego, S.

1995

Golding, J. M., Millis, K. M., Hauselt, J., & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R. F. Lorch & E. J. O'Brien (eds.), Sources of coherence in reading (pp. 127-143). Hillsdale, England.

1

This study is an expansion to the research on causal relatedness by investigating whether connectives affect the impact of causal relatedness on reading time and memory. Because authors use connectives, such as "therefore", to indicate a causal relation among clauses, the effect of a connective on reading time and memory would likely vary with levels of causal relatedness. This article discusses prior research on the role of connectives on text comprehension experiment. Experiment 1: the impact of causal connectives and levels of relatedness on text comprehension. Experiment 2: the impact of adversative connectives and levels of relatedness on comprehension.

In summary, the results of experiment 1 indicate that the presence of the connective 'therefore' only had a minor impact on comprehension. The presence of the connective changed the nature of the reading-time function: the quadratic component was significant for the no-connective versions, but it was not significant for the connective versions. The difference appears to be primarily located in the lowest related texts, with the reading time s in the connective versions not decreasing as much as in the no-connective versions.

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