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Kausalität: die Relation zwischen zwei (getrennten) Entitäten, wobei eine Zustandsveränderung der einen Entität bewirkt, dass der Zustand der anderen Entität sich ändert. Heutzutage wird angenommen, dass eine Energieübertragung entscheidend dafür ist, dass man von einem Kausalzusammenhang sprechen kann.
D. Hume leugnete als erster konsequent die Beobachtbarkeit von Ursache und Wirkung. (David Hume Eine Untersuchung über den menschlichen Verstand, Hamburg 1993, S. 95).


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Autor/Titel Begriff Zusammenfassung Metadaten
Slater I 133
Causality/dyslexia/Bradley/Bryant: Bradley and Bryant (1983)(1): in order to decide whether the connection between rhyming and alliteration skills and progress in reading was causal, two research methods need[ed] to be combined. A longitudinal approach, in which a large sample of children was followed over time to see whether early rhyme and alliteration skills could determine progress in reading and spelling, had to be combined with a training study. If sound categorization was indeed important for learning to read and to spell, then children who received intensive training in sound categorization should show gains in reading and spelling in comparison to children who did not receive such training. >Reading acquisition/Bradley/Bryant.
This combination hat not been used in studies of reading development before.
Slater I 135
Bradley and Bryant (1983) concluded that they had shown a causal link between categorizing sounds and learning to read. They speculated that experiences at home, before the children went to school, might underlie individual differences in rhyming and alliteration skills at school entry.
Slater I 139/140
Causality/VsBradley/VsBryant: it is the question whether Bradley and Bryant’s (1983)(1) study really established a causal connection between categorizing sounds and learning to read. Even though the study used only pre-reading children (as measured by the Schonell standardized test), some critics have argued that most children who grow up in literate Western societies have some letter knowledge before entering school, for example being able to print their own name and being aware of popular logos and printed signs (e.g., Castles & Coltheart, 2004)(2).


1. Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310, 419–421.
2. Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111.



Usha Goswami, „Reading and Spelling.Revisiting Bradley and Bryant’s Study“ in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications


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Zeichenerklärung: Römische Ziffern geben die Quelle an, arabische Ziffern die Seitenzahl. Die entsprechenden Titel sind rechts unter Metadaten angegeben. ((s)…): Kommentar des Einsenders.
Bryant, Peter

Slater I
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012

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