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Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German.
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS.
Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized planning through three behavioral measures indicating the duration of the longest planning interval, the delay of the longest planning interval and the variance of intervals between each two successive interactions. We found a significant negative average effect for our delay indicator, indicating that early planning in CPS is more beneficial. However, we also found effects depending on task and interaction effects for all three indicators, suggesting that the effects of different planning behaviors on CPS are highly intertwined.