Literaturnachweis - Detailanzeige
Autor/inn/en | Caillies, Stephanie; Le Sourn-Bissaoui, Sandrine |
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Titel | Children's Understanding of Idioms and Theory of Mind Development |
Quelle | In: Developmental Science, 11 (2008) 5, S.703-711 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-755X |
DOI | 10.1111/j.1467-7687.2008.00720.x |
Schlagwörter | Language Patterns; Cognitive Development; Intention; Children; Task Analysis; Prediction; Experiments; Child Development; Verbal Ability; Beliefs; Theories; Listening Comprehension |
Abstract | The aim of this study was to test the hypothesis according to which theory of mind competence was a prerequisite to ambiguous idioms understanding. We hypothesized that the child needs to understand that the literal interpretation could be a false world representation, a false belief, and that the speaker's intention is to mean something else, to correctly process idiomatic expressions. Two kinds of ambiguous idioms were of interest: decomposable and nondecomposable expressions ( Titone & Connine, 1999 ). An experiment was designed to assess the figurative developmental changes that occur with theory of mind competence. Five-, 6- and 7-year-old children performed five theory of mind tasks (an appearance-reality task, three false-belief tasks and a second-order false-belief task) and listened to decomposable and nondecomposable idiomatic expressions inserted in context, before performing a multiple choice task. Results indicated that only nondecomposable idiomatic expression was predicted from the theory of mind scores, and particularly from the second-order competences. Results are discussed with respect to theory of mind and verbal competences. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |