This paper aims to find the link between the process of logical-grammatical constructions comprehension and the process of serial organization of speech.
For a child with typical central coherence approaching a syntactic construction, the comprehension of that construction is highly informed by experience of the language's grammar, generalized to a degree across individual verbs and instances of usage.
The rate of development was affected for some of the cognitive functions showing minimal age related improvement across the age range of 5 7 years and 8 10 years such as design fluency, working memory, visual construction, verbal comprehension, learning and memory for verbal and visual material.
Thus, as guidelines, the construction of reading comprehension tests should include scores related to different text types (mainly narrative or expository), consider the different comprehension levels and allow analyzing inter- and intra-individual changes over time.
Grammatical constructions and their comprehension require an amount of generalization from a single structure of a word [Chomsky, 1965; generalization hypothesis, Golinkoff, Hirsh-Pasek, Cauley, & Gordon, 1987; Naigles, 1990 ].
We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts.
The goal of this study was to provide an application of the Rasch model analyses in the construction of two reading comprehension tests with vertically scaled test forms.
To this end, seven prominent comprehension models (Construction–Integration, Structure-Building, Resonance, Event-Indexing, Causal Network, Constructionist, and Landscape) are described, evaluated, and compared.
Although words can describe spatial properties, because the correspondences of meaning to language are purely symbolic, comprehension and construction of mental representations from descriptions is far more effortful and error prone (e.g. Glenberg & Langston, 1992; Hegarty & Just, 1993; Larkin & Simon, 1987; Mayer, 1989).
Most of the cognitive functions like design fluency (figure 3), working memory (figure 3), Visual perception (figure 4), visuo-conceptual reasoning (figure 4), visual construction (figure 4), verbal comprehension (figure 5), verbal and visual memory (figures 6) have shown a very slow rate of improvement with respect to the difference in performance between the two age groups of 5 7 and 8 10 years.
