More is Clearer: Children's Insertion of Redundant Elements in Complex Sentences a

One type of linguistically and psychologically complex sentence was examined. Sixty children, with 12 each in grades 4 through 8, demonstrated comprehension of 10 sentences violating the common pattern described by the Minimum Distance Principle. Five items were harmonious with Ss' previously identified expectations, and 5 were contrary to them. Children rephrased each item, retaining the meaning and stating it as clearly as possible. The criterion measure was the number of redundant elements inserted in the restatements of harmonious and contrary sentences by children in each grade. Derivational and psychological complexity interacted in a manner which changed with Ss' age.