German Primary School Children Research Articles

The Effect of Fundamental Frequency on Gender Perception in Prepubertal Children: Insights from the LoKiS Database

This study examines the impact of fundamental frequency on gender perception in prepubertal children in the LoKiS database – a longitudinal project collecting and analyzing recordings of approximately 60 German primary school children aged six to ten years. Spontaneous and content-controlled audio recordings were collected in two German primary schools. Three distinct listening experiments with over 100 listeners were conducted. In the first experiment, listeners judged the gender of the voices on a seven-point scale. The second experiment explored the relationships between perceptual attribute ratings and corresponding acoustic parameters associated with fundamental frequency. The third experiment utilized voice morphing techniques to investigate the influence of fundamental frequency on gender perception while controlling for other acoustic parameters.About one third of the children receive unambiguous gender attributions. The perceived gender difference between children assigned female at birth (AFAB) and assigned male at birth (AMAB) increases from first to third grade. The feminine-sounding children were perceived as significantly higher pitched and more melodious. A strong correlation between perceived pitch and measured fundamental frequency was found. While the acoustic analysis revealed only a few significant differences between AFAB and AMAB children in general, the feminine-sounding children exhibited markedly higher values than the masculine-sounding ones. Stronger differences of fundamental frequency and semitone range occur as AFAB and AMAB children get older. Linear mixed models confirm a significant influence of fundamental frequency and semitone range on gender perception. Other interacting factors include the speech material used, as well as the gender of the listener. The influence of fundamental frequency was even more pronounced when controlling for other acoustic parameters.

On the Role of Informal vs. Formal Context of Language Experience in Italian–German Primary School Children

This study focuses on the contexts of language experience in relation to language dominance in eighty-seven Italian–German primary school children in Germany using the MAIN narrative task. We compare current language experience in the heritage language (Italian) and the majority language (German) in both formal and informal settings, and we examine the respective impact on micro- and macrostructure measures, including different language domains. Some previous findings emphasized the importance of language experience in formal contexts. By contrast, our results suggest that, in particular, language experience in informal contexts determines vocabulary and fluency in the heritage and majority language, while there are no effects of exposure on syntactic complexity. Furthermore, while the younger children are relatively balanced, the older children are more dominant in the societal language. Our findings imply that the use of the minority language in informal contexts should be encouraged to promote its development and maintenance.

The Acoustic and Perceptual Correlates of Gender in Children's Voices.

This study investigates the perceptual and acoustic correlates of gender in prepubertal voices. The study is part of a longitudinal project analyzing recordings of circa 60 German primary school children from the first to fourth grades (6- to 10-year-olds). Spontaneous and content-controlled audio recordings were made of 62 first-grade children (29 girls, 33 boys; age: 6- to 7-year-olds) from two German primary schools. Information on gender conformity was also recorded. A total of 167 listeners judged the gender of the voices on a 7-point scale. The results of the listening experiments and gender conformity ratings were related to a range of typical acoustic parameters. Measures of self-reported gender conformity differ significantly between the boys and the girls. Sixteen of the 62 children show unambiguous gender attributions in the listening experiment. A hierarchical cluster analysis including gender perception, gender conformity, and acoustic parameters shows four different types of speakers. Two multiple regression models revealed a significant main effect of fundamental frequency on the gender perception ratings of the listening experiment across and within gender. Significant correlations were found between the center of gravity and skewness of the sibilants and gender conformity, especially for the male speakers. Fundamental frequency plays an important role in influencing perceptual judgments, whereas sibilant spectra are correlated with gender conformity. In further listening experiments, we will examine in more detail the role of individual acoustic parameters and analyze how the vocal expression of gender and gender conformity in individual children develops before reaching puberty.

A digital game-based training improves spelling in German primary school children – A randomized controlled field trial

Despite its potential to support reading and spelling development in children with or without dyslexia, research on the effectiveness of digital trainings carried out at home is scarce. This study investigated the effectiveness of a novel digital game-based spelling training for unassisted use at home (Prosodiya). The pedagogical approach differs from similar approaches as it systematically teaches orthographic knowledge in combination with syllable stress awareness. A sample of 116 German second- to fourth-grade children with mainly poor spelling skills participated in a randomized two-period, wait-list controlled field trial, in which children practiced at home over 9–10 weeks with Prosodiya. Results showed high participant engagement, as indicated by behavioral measures of student responsiveness, and they validate our novel pedagogical approach. Most importantly, results revealed significant training effects on syllable stress awareness and spelling abilities in trained and untrained domains. This training may thus expand the traditional pool of training methods.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary

Studies investigating relations between morphological awareness and literacy in German, a language with a rather transparent but asymmetric orthography, are sparse. Little is known about the role of grade level for these relationships and of their relative strength compared to those between other language-related variables and literacy skills. This cross-sectional study was conducted with German-speaking second-, third- and fourth-graders (n of final sample ≥ 85 per grade). Morphological awareness tasks required the production of inflections, derivations and compounds. Additionally, phonological processing, vocabulary, reading fluency, reading comprehension and spelling were measured. Factor analyses revealed two facets of morphological awareness: morphological fluency and morphological awareness for pseudowords. These were correlated with both reading and spelling skills in all grades. More literacy variables were related to morphological fluency in Grade 4 than in Grades 2 and 3. In regression analyses, variance in literacy skills was predominantly explained by phonological awareness. Morphological awareness did not explain additional variance. The results reveal that different facets of morphological awareness are related to literacy skills in German primary school children. Despite the asymmetry of German orthography, no evidence was found for differences in the association of morphological awareness with spelling versus reading. Phonological processing shows stronger relations with literacy than morphological awareness does. This might indicate that in the transparent German orthography, alphabetic reading and spelling strategies are particularly relevant until the end of Grade 4. Yet, morphological fluency might start to unfold its relevance for reading and spelling near the end of fourth grade in German.

Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

The dynamics of morphological processing in developing readers: A cross-linguistic masked priming study

Empirical evidence from masked priming research shows that skilled readers can rapidly identify morphological structure in written language. However, comparatively little is known about how and when this skill is acquired in children. The current work investigated the developmental trajectory of morphological processing in a 2-year longitudinal study involving two large cohorts of German and French primary school children. The masked priming paradigm was used within an experimental design that allowed us to dissociate effects of (a) nonmorphological embedded word activation, (b) morpho-orthographic decomposition, and (c) morpho-semantics. Four priming conditions were used: affixed word (farmer–FARM), affixed nonword (farmity–FARM), nonaffixed nonword (farmald–FARM), and unrelated control (workald–FARM). The results revealed robust embedded word priming effects across both languages. However, morpho-orthographic and morpho-semantic effects were evident only in the French sample. These findings are discussed in the context of a theoretical framework that specifies the distinct roles played by embedded words and affixes, their distinct developmental trajectories, and how the intrinsic linguistic properties of a given language may affect morphological processing.

Primary Prevention: No Associations of Strength and Cardiorespiratory Fitness Status With Arterial Stiffness in Young School Children.

Pulse wave velocity (PWV) and central systolic blood pressure (CSBP) are well-established biomarkers of arterial stiffness. Further, fitness is known to be an important protective factor in adults in respect of vascular stiffening. However, the association of both muscular and cardiorespiratory fitness (CRF) with arterial properties in younger individuals has been inconsistent. The aim of the present study was to investigate the relationship between anthropometric data, CRF, strength status, and arterial stiffness parameters in German primary school children. A total of 76 children, age 6–11 years (63.2% males) were examined. Peripheral systolic blood pressure (PSBP) [mmHg] and peripheral diastolic blood pressure (PDBP) [mmHg] and PWV [m/s] were measured non-invasively after 10 min of rest with the oscillometric cuff-based Mobil-O-Graph (IEM, Healthcare, Stolberg, Germany). CSBP [mmHg] was calculated using the ARCSolver Algorithm (Austrian Institute of Technology, Vienna, Austria) based on the recorded brachial pulse waves. CRF was measured using the validated Progressive Aerobic Cardiovascular Endurance run (PACER), also called shuttle-run test, for estimating maximal aerobic capacity (VO2max). Hand-grip strength as an indicator of overall muscle strength was determined with the Jamar Analog Hand Dynamometer. The results were recorded in kilograms [kg]. For more detailed analyses, the study group was divided into subcohorts, namely a risk group including children with abnormal blood pressure or high body weight, and a healthy subgroup. Healthy children showed a positive association between PWV and body mass index (BMI) (p = 0.016) and CSBP and BMI (p = 0.033), respectively. Hand-grip strength was positively associated with CSBP (left: p = 0.013, right: p = 0.015) and PWV (left: p = 0.008, right: p = 0.002), as well as the number of shuttle run rounds were positively correlated to PWV (p = 0.038) in the whole cohort. No significant association of converted VO2max with arterial PWV was found. The multivariate regression analysis explained 38.8% (R2 = 0.388) of the variance and the model was a significant predictor of PWV [F(6, 29) = 3.060, p = 0.019], however, none of the integrated covariates (BMI, number of shuttle run rounds, VO2max, dominant hand-grip strength) contributed significantly to the model. The lack of associations between fitness, strength and arterial stiffness might be explained by the few harmful lifestyle factors influencing vascular changes in the first decade of life.

The Litkey Corpus: A richly annotated longitudinal corpus of German texts written by primary school children.

Compared to early language development, later changes to the language system during orthography and literacy acquisition have not yet been researched in detail. We present a longitudinal corpus of texts on short picture stories written by German primary school children between grades 2 and 4 and grades 3 and 4. It includes 1,922 texts with 212,505 tokens (6,364 types) from 251 children. For each text, rich metadata is available, including age, grade and linguistic background (at least 60% of the children were multilingual). To our knowledge, our corpus is the largest longitudinal corpus of written texts by children at primary school age. Each word is included in its original spelling as well as in a normalized form (target hypothesis), specifying the intended word form, which we corrected for orthographic but not grammatical errors. Original and target word forms are aligned character-wise and the target word forms are enriched with phonological, syllabic, and morphological information. Additionally, for each target word form, we established key lexical variables, e.g., word frequency or summed bigram frequency, as specified in childLex. Where applicable, we also specify key features of German orthography (e.g., consonant doubling, vowel-lengthening <h>). Taken together, this information allows for a detailed assessment of the properties of words that tend to increase the likelihood of spelling errors. The corpus is available in different formats-as tab-delimited annotated token and type based lists, in an XML format, and via the corpus search tool ANNIS.

Correlates of Active Transport to School in German Primary School Children

Correlates of Active Transport to School in German Primary School Children

Cross-sectional associations of objectively assessed sleep duration with physical activity, BMI and television viewing in German primary school children

BackgroundThe global incidence of overweight and obesity has increased dramatically among children and adolescents over the past decades. Insufficient sleep duration and physical inactivity are known risk factors for overweight and obesity in children. To engage children in a healthier lifestyle knowledge about associations of sleep duration and behavioural aspects in children are vital. Therefore, this study investigated the mentioned associations in German primary school children.MethodsData of 308 first and second graders (7.1 ± 0.6 years) was used; children’s anthropometric data were taken during a school visit. Children’s physical activity (PA) and sleep duration were assessed objectively (Actiheart©, CamNtech Ltd., Cambridge, UK); children’s daily television time and socio-demographic data were collected via parental questionnaire. Linear mixed-effects regression models as well as logistic regressions were used to determine associations of PA, television viewing, age, gender, BMI z-scores and socio-economic variables on sleep duration.ResultsIn linear regression models young age and not having a migration background were significantly associated with long sleep duration (p < 0.001). In logistic regressions, long night time sleep (≥10:08 h; compared to medium and short sleep duration) was significantly associated with not reaching the PA guideline (OR 0.60 [0.36;0.99]), daily television viewing of less than one hour (OR 0.44 [0.24;0.80]), young age (OR 0.38 [0.21;067]), a high parental education level (OR 0.52 [0.27;0.99]) and the lack of migration background (OR 0.21 [0.10;0.48]). However, if controlling for age, gender, parental education level and migration background, reaching the PA guideline stayed no longer significantly associated with a tertiary sleep level.ConclusionsChildren in the highest sleep category showed a negative association with reaching the PA guideline and a positive association with daily television viewing. This therefore adds to previously primarily subjectively assessed associations of sleep and risk factors for obesity (related behaviours) with a detailed insight based on objective data. Hence, interventions trying to decrease children’s BMI and television viewing should also aim at extending children’s night-time sleep and inform parents about the importance of sufficient sleep during childhood.Trial registrationDRKS-ID: DRKS00000494.

Problem Space Matters: Evaluation of a German Enrichment Program for Gifted Children.

We studied the development of cognitive abilities related to intelligence and creativity (N = 48, 6–10 years old), using a longitudinal design (over one school year), in order to evaluate an Enrichment Program for gifted primary school children initiated by the government of the German federal state of Rhineland-Palatinate (Entdeckertag Rheinland Pfalz, Germany; ET; Day of Discoverers). A group of German primary school children (N = 24), identified earlier as intellectually gifted and selected to join the ET program was compared to a gender-, class- and IQ- matched group of control children that did not participate in this program. All participants performed the Standard Progressive Matrices (SPM) test, which measures intelligence in well-defined problem space; the Creative Reasoning Task (CRT), which measures intelligence in ill-defined problem space; and the test of creative thinking-drawing production (TCT-DP), which measures creativity, also in ill-defined problem space. Results revealed that problem space matters: the ET program is effective only for the improvement of intelligence operating in well-defined problem space. An effect was found for intelligence as measured by SPM only, but neither for intelligence operating in ill-defined problem space (CRT) nor for creativity (TCT-DP). This suggests that, depending on the type of problem spaces presented, different cognitive abilities are elicited in the same child. Therefore, enrichment programs for gifted, but also for children attending traditional schools, should provide opportunities to develop cognitive abilities related to intelligence, operating in both well- and ill-defined problem spaces, and to creativity in a parallel, using an interactive approach.

Construct Validity of a Process-Oriented Test Assessing Syntactic Skills in German Primary Schoolchildren

ABSTRACTReading comprehension is based on the efficient accomplishment of several cognitive processes at the word, sentence, and text level. To the extent that each of these processes contributes to reading comprehension, it can cause reading difficulties if it is deficient. To identify individual sources of reading difficulties, tools are required that allow for a reliable and valid assessment of individual differences in specific cognitive processes of reading comprehension. The present study shows the usefulness of this process-oriented approach to assessing reading comprehension skills by using the example of a test for assessing syntactic skills in German primary schoolchildren. The test comprises a grammaticality judgment task that contains items with carefully varied features that are known to facilitate or impede syntactic processes. By means of explanatory item response models, we demonstrate that empirical item difficulties vary as a function of experimentally varied item features, indicating that the test indeed assesses syntactic skills. Moreover, the test measures individual differences in syntactic skills across the whole range of skill levels and is sensitive to developmental changes. We conclude that the test is a valid tool to assess individual differences and to detect deficits in this component process of reading comprehension.

Cardio-metabolic and socio-environmental correlates of waist-to-height ratio in German primary schoolchildren: a cross-sectional exploration

BackgroundControversial messages of childhood obesity emerge: Levelling off in terms of body mass index (BMI) is foiled by increases in abdominal obesity. Waist-to-height ratio (WHtR) may be used as a screening tool for abdominal obesity in children. The aim of this study was to investigate clinical and socio-environmental correlates of abdominal obesity in primary schoolchildren.MethodsCross-sectional data from 753 children participating in baseline assessments of the outcome evaluation of a school-based prevention program were analysed. Abdominal obesity was defined as WHtR ≥0.5. According to German age and sex-specific BMI-percentiles, overweight (>90th percentile) and obesity (>97th percentile) were determined. Anthropometric and sonographic measurements, blood pressure and blood samples were taken by clinical staff in a standardized manner. Socio-environmental and lifestyle data were assessed via parental questionnaires. Differences between abdominally obese children and others, and correlations of WHtR with clinical data were tested. Socio-environmental correlates of abdominal obesity were explored in a logistic regression analysis.ResultsAt the time of the examination children were 7.57 ± 0.42 years old. Abdominal obesity was observed in 132 (17.5%) children. According to BMI-percentiles, 22.9% of these children were obese, 38.2% overweight, and 38.2% normal weight. Affected children more often used screen media and less often participated in club sports. Abdominal obesity was associated with higher blood pressure, lower HDL- and higher LDL-cholesterol. WHtR significantly correlated with intra-abdominal fat thickness (IAF). The logistic regression model revealed migration background (odds ratio (OR) 2.12, 95% confidence interval (CI) [1.41, 3.19]), smoking during pregnancy (OR 2.30, 95% CI [1.37, 3.86]), parental obesity (OR 1.95, 95% CI [1.22, 3.10]) and higher educational level (OR 0.64, 95% CI [0.42, 0.98]) to be significantly associated with abdominal obesity in children.ConclusionWHtR correlates strongly with IAF. Abdominal obesity in primary schoolchildren is associated with cardio-metabolic risk factors and also occurs in otherwise normal weight children. Against the background of rising numbers of abdominal obesity in children, targeted preventive measures are long overdue. The focus of such measures should be used on children with migration background and involve parents, especially those who are obese and those with lower educational levels.

Relationship between motor and cognitive learning abilities among primary school-aged children

BackgroundThe relationship between motor and cognitive development has already been proven in young children. However, in relation to the academic achievement the association between motor and cognitive performance still not well established. Therefore, the aim of this study was to examine the levels of motor and cognitive learning abilities and their independent and combined associations among German primary school-children. MethodsParticipants were (n=197) between the ages of six to eight. The German motor test (DMT), the cognitive abilities test (KFT), height, weight, and body mass index (BMI) were measured. ResultsANOVA testing found that boys perform better in long jumping and in the six minutes running test while girls perform better in balancing backwards and in deductive thinking test (p<0.05). With maturation from ages six to eight the achievement level of both populations showed a higher performance in motor and cognitive learning abilities (p<0.001). Concerning the combined and independent associations between the tested abilities, a significant correlation was shown between total motor and total cognitive learning abilities (p<0.001, r=0.60) with higher contribution of balancing backwards, six minutes running and push-up levels (r=0.63, r=0.62, r=0.60, respectively) in the performance of the cognitive learning abilities (i.e. mathematical thinking, r=0.62 and language understanding, r=0.59). ConclusionsIn conclusion, fostering the childrens’ physical fitness during the primary school age could enhance both motor and cognitive learning abilities related to the academic achievement.

Health Promotion in Primary Schools- Evaluation of Side-Effects on Cognitive and Academic Performance in a Randomized Trial

Background: School-based lifestyle interventions are a cost-effective way to prevent pediatric overweight. The program “Join the Healthy Boat” focuses on physical activity, healthy diet and screen media use in German primary school children, implemented by regular classroom teachers including teaching units, physical activity exercises, and work with parents. Objective of the study was to measure potential side-effects on children’s cognitive and academic performance. Methods: The program was evaluated in a RCT design, measurements took place before and after one year of intervention. Stratification of randomization was carried out for number of classes and grade level. Participants were 1st and 2nd graders of primary schools. Intervention and assessment took place on site at school; questionnaires were issued. N=442 children performed a computer based test battery measuring inhibitory control, cognitive flexibility and sustained attention. Academic achievement was assessed via parental questionnaire. Results: Multiple regression analyses controlling for age, gender and parental education and Mann-Whitney-Utests revealed no significant differences between intervention and control group in cognitive changes or academic development from baseline to follow up. In Cognitive Flexibility, however, the number of children who improved was higher in the intervention group. Conclusion: Taking time from the regular school curriculum for health promotion had no negative impacts on children’s cognitive or academic development. To obtain more positive effects a longer period of time and a more intense intervention are presumably necessary. The findings are in line with a recent review indicating no negative effects of school health programs. Eventually there is a positive impact of physical activity interventions on specific cognitive functions but findings regarding academic outcomes are still inconclusive. Weak evidence is reported for nutrition services.

Objectively Determined Physical Activity Levels in German Primary School Children after a One Year School-based Health Promoting Intervention

Beneficial effects of regular physical activity (PA) during childhood have widely been recognised. In spite of this many are not sufficiently physically active; therefore, health promotion has to start early. The programme “Join the Healthy Boat” promotes– amongst other aspects – an increase of daily PA in primary school children. In order to evaluate the effectiveness of the programme, this study investigated children’s PA behaviours objectively. During one school year, teachers delivered lessons and action alternatives in order to promote daily PA. A subsample of 318 children participated in the clusterrandomised study; at follow-up, 167 of them (8.0 ± 0.6 years, male: 46.1%) were assessed again. Children’s height and weight were measured on site; PA was assessed on six consecutive days using multi-sensor accelerometry (Actiheart©, CamNtech). PA was defined as the amount of energy expended. All other parameters were assessed using a parental questionnaire. At follow-up, significant effects were found for moderate to vigorous PA (MVPA) and gender as well as MVPA and weight status, with boys being more active than girls and overweight/obese children being more active than normal weight children (T-5.646 p<0.01; T-3.998 p<0.01, respectively). Further, more overweight/obese children as well as children in the intervention group reached the recommended activity guidelines of 60 minutes daily in MVPA; yet no statistical significance was reached. However, comparing control and intervention group, no significant intervention effects were found after one year. A multi-dimensional intervention for one year does not seem to achieve significant increases in children’s objectively assessed PA. Maybe a longer lasting, more intense intervention with extra lessons would show more positive effects. Also, assessing PA directly after seven weeks of summer holidays (with no intervention) might have led to lower PA levels than straight after the intervention at the end of the previous school year.

Physical activity of German children during different segments of the school day

AimThis study objectively investigated the amount and intensity of German primary school children’s physical activity (PA) during different segments of the school day and explored the contribution of physical education (PE) and break times to daily moderate to vigorous PA (MVPA).Subject and methodsPA of 294 children (7.1 ± 0.7 years, 48 % male) was objectively measured for 6 days using Actiheart®. Based on children’s timetables, break times and PE periods were determined and PA was calculated individually and subsequently classified in light (1.5–3 MET), moderate (3–6 MET) and vigorous (>6 MET) intensities. Weight status was determined during a school visit.ResultsChildren spent 133 ± 61 min in MVPA; on weekdays, this amount increased significantly (141 ± 66 min, p ≤ 0.01). 45.9 % of children reached physical activity guidelines of 60 min of MVPA daily, with boys achieving this goal significantly more often than girls (65.6 vs. 28.7 %, respectively; p ≤ 0.01). PE lessons and break times accounted for 15 ± 13 min (12.7 %) and 7 ± 6 min (5.8 %) of daily MVPA, respectively. On days with PE, children spent 144 ± 68 min in MVPA, whereas on days without PE, this time decreased significantly to 122 ± 63 min (p ≤ 0.01).ConclusionThe findings suggest that segments such as PE lessons and morning breaks are important sources for MVPA for boys and girls. This should therefore be considered for policies, timetables and curriculums in order to offer sufficient opportunities for children to be physically active during the school day.

Processing of positive-causal and negative-causal coherence relations in primary school children and adults: a test of the cumulative cognitive complexity approach in German.

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.