Children's Understandings of Characters' Beliefs in Persuasive Arguments: Links with Gender and Theory of Mind

Autor/inn/en	Kolodziejczyk, Anna M.; Bosacki, Sandra L.
Titel	Children's Understandings of Characters' Beliefs in Persuasive Arguments: Links with Gender and Theory of Mind
Quelle	In: Early Child Development and Care, 185 (2015) 4, S.564-579 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.940930
Schlagwörter	Beliefs; Persuasive Discourse; Gender Differences; Theory of Mind; Sex Role; Early Childhood Education; Cartoons; Correlation; Social Development; Middle Class; Interviews; Expressive Language; Task Analysis; Literary Devices; Role Playing; Young Children + Suchen Sie Ihr Suchwort? Belief; Glaube; Persuasion; Persuasive Kommunikation; Geschlechterkonflikt; Geschlechterrolle; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zeichentrickfilm; Korrelation; Soziale Entwicklung; Mittelschicht; Interviewing; Interviewtechnik; Aufgabenanalyse; Literaturarbeit; Rollenspiel; Frühe Kindheit
Abstract	This study investigated the role of gender plays in the relation between children's theory of mind (ToM) and persuasion. We explored children's use of the belief information of the characters involved within a persuasive situation. In two studies, children (four- to eight-year-olds) performed a comic strip task that described a persuasive situation. Results showed that the relations between ToM scores and persuasion abilities differed according to gender. First-order false-belief understanding and persuaded parent belief-relevant argument choices were significantly higher correlated in females (r (80)?=?0.35, p?<?0.001) than in males (r (77)?=?0.10, p?=?0.31). Results suggest complex gendered patterns among the relations between ToM and persuasion abilities. Implications for further research on the role of gender in ToM and persuasion are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01