This study examined the contribution of advanced theory of mind (AToM), operationalized as second- or higher-order recursive mentalistic reasoning, to multiple-text comprehension in fourth and fifth graders (N = 184). The role of AToM was analyzed by taking into account children's individual characteristics (i.e., age, gender, prior topic knowledge, word reading fluency, vocabulary knowledge, and single-text comprehension) and task features (i.e., contrast between positions on the topic of two sets of texts). Mixed models analysis revealed that AToM uniquely contributed to comprehension of multiple texts over and above the individual and task variables. In addition, the contribution of AToM to the comprehension of multiple texts did not significantly differ for the two tasks despite differences in contrast between positions on the topic. Results indicate that children's ability to consider different perspectives and mental states is a relevant unique predictor of multiple-text comprehension.

Florit, E., De Carli, P., Giunti, G., Mason, L. (2020). Advanced theory of mind uniquely contributes to children's multiple-text comprehension. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 189(January 2020) [10.1016/j.jecp.2019.104708].

Advanced theory of mind uniquely contributes to children's multiple-text comprehension

De Carli P.;
2020

Abstract

This study examined the contribution of advanced theory of mind (AToM), operationalized as second- or higher-order recursive mentalistic reasoning, to multiple-text comprehension in fourth and fifth graders (N = 184). The role of AToM was analyzed by taking into account children's individual characteristics (i.e., age, gender, prior topic knowledge, word reading fluency, vocabulary knowledge, and single-text comprehension) and task features (i.e., contrast between positions on the topic of two sets of texts). Mixed models analysis revealed that AToM uniquely contributed to comprehension of multiple texts over and above the individual and task variables. In addition, the contribution of AToM to the comprehension of multiple texts did not significantly differ for the two tasks despite differences in contrast between positions on the topic. Results indicate that children's ability to consider different perspectives and mental states is a relevant unique predictor of multiple-text comprehension.
Articolo in rivista - Articolo scientifico
Prior topic knowledge; Single-text comprehension; Topic of texts; Vocabulary knowlegde; Word reading fluency;
English
18-ott-2019
2020
189
January 2020
104708
none
Florit, E., De Carli, P., Giunti, G., Mason, L. (2020). Advanced theory of mind uniquely contributes to children's multiple-text comprehension. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 189(January 2020) [10.1016/j.jecp.2019.104708].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/340499
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