Unlocking narratives: Longitudinal associations between theory of mind and reading comprehension

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-07-22 DOI:10.1111/bjdp.12514
Christopher Osterhaus, Serena Lecce, Susanne Koerber
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Abstract

This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine-year-olds (61 girls, 51 boys; Mage = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade-4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC.

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解锁叙事:思维理论与阅读理解之间的纵向联系。
本研究探讨了智力理论(ToM)与儿童中期阅读理解(RC)之间的纵向联系,重点是智力理论(AToM)的三个高级组成部分:社会推理、模棱两可推理和对违反社会规范行为的识别。在一年的时间里,对 112 名 9 岁儿童(61 名女孩,51 名男孩;年龄 = 9;第 1 次调查时 0 岁,±4 个月)进行了从三年级到四年级的跟踪调查,并对预测四年级 RC 的 AToM 进行了评估。研究结果表明,只有社会推理能预测 RC,而与一般智力和以前的 RC 表现无关。反过来,RC 也不能预测任何 AToM 成分。这些发现有助于理解教育背景下的认知发展,强调了AToM,尤其是社会推理在RC中的重要性。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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