Integration and Inference in Children’s Comprehension and Memory
The contributing role of the organism as an intermediate agent is stressed in the approaches that emphasize the constructive aspects of cognitive processes. Memory is also influenced by the cognitive strategies and organization of the subject. The conditional probabilities and certainty judgments concerning true inference responses indicated that children made the false positive responses with confidence and knowledge of the premise information. If integration and inference of explicit and implicit relationships reflect strategies of comprehension, one would expect semantic integration with pictorial stimuli as well. Constructive elaboration may be viewed as enhancing access to the information, whereas integration may be viewed as a process to achieve efficiency and parsimony of storage. Formal models of language and memory must incorporate the constructive performance characteristics of the individual in order to integrate the pragmatic, contextual, and connotative processes of knowing with the structural representation of knowledge.