Theory of Mind, Mental State Talk, and Discourse Comprehension: Theory of Mind Process Is More Important for Narrative Comprehension than for Informational Text Comprehension

Autor/inn/en	Kim, Young-Suk Grace; Dore, Rebecca; Cho, Minkyung; Golinkoff, Roberta; Amendum, Steven J.
Titel	Theory of Mind, Mental State Talk, and Discourse Comprehension: Theory of Mind Process Is More Important for Narrative Comprehension than for Informational Text Comprehension
Quelle	209 (2021), Artikel 105181 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
Schlagwörter	Theory of Mind; Child Language; Oral Language; Recall (Psychology); Reading Comprehension; Elementary School Students; Grade 4; Narration; Vocabulary; Achievement Tests; Short Term Memory; Attention Control; Grammar; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Oral interpretation; Mündlicher Sprachgebrauch; Abberufung; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kurzzeitgedächtnis; Aufmerksamkeitstest; Grammatik
Abstract	We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and informational texts), and narrative and informational text comprehension. Results from children in Grade 4 (N = 132; M[subscript age] = 10.39 years) revealed that a greater number of mental state talk instances appeared in children's recall of narrative texts than in their recall of informational texts, but the mean number also differed across texts within a genre. ToM skill predicted the extent of mental state talk in narrative texts and informational texts, and the relation was stronger for narrative texts than for informational texts, after accounting for vocabulary, grammatical knowledge, working memory, and attentional control. Mental state talk in narrative texts was extremely strongly related to narrative comprehension, whereas mental state talk in informational texts was weakly related to informational text comprehension. Results suggest that ToM skill relates to mental state talk in the recall of texts, and both ToM and mental state talk play greater roles in comprehension of narrative texts than in comprehension of informational texts. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01