Journal
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
Volume 189, Issue -, Pages -Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jecp.2019.104708
Keywords
Prior topic knowledge; Word reading fluency; Vocabulary knowlegde; Single-text comprehension; Topic of texts; Advanced theory of mind; Multiple-text comprehension; Primary school children
Funding
- University of Padua
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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. (C) 2019 Elsevier Inc. All rights reserved.
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