Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension

2021 ◽  
Vol 209 ◽  
pp. 105181
Author(s):  
Young-Suk Grace Kim ◽  
Rebecca Dore ◽  
Minkyung Cho ◽  
Roberta Golinkoff ◽  
Stephen Amendum
2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Giuliana Pinto ◽  
Caterina Primi ◽  
Christian Tarchi ◽  
Lucia Bigozzi

This study analysed children’s Theory of Mind (ToM) as assessed by mental state talk in oral narratives. We hypothesized that the children’s mental state talk in narratives has an underlying structure, with specific terms organized in clusters. Ninety-eight children attending the last year of kindergarten were asked to tell a story twice, at the beginning and at the end of the school year. Mental state talk was analysed by identifying terms and expressions referring to perceptual, physiological, emotional, willingness, cognitive, moral, and sociorelational states. The cluster analysis showed that children’s mental state talk is organized in two main clusters: perceptual states and affective states. Results from the study confirm the feasibility of narratives as an outlet to inquire mental state talk and offer a more fine-grained analysis of mental state talk structure.


2018 ◽  
Vol 23 (9) ◽  
pp. 1105-1112 ◽  
Author(s):  
Serena Lecce ◽  
Irene Ceccato ◽  
Elena Cavallini

2018 ◽  
Vol 27 (4) ◽  
pp. 826-840 ◽  
Author(s):  
Amanda Carr ◽  
Lance Slade ◽  
Nicola Yuill ◽  
Susan Sullivan ◽  
Ted Ruffman

2017 ◽  
Vol 27 (2) ◽  
pp. e2060
Author(s):  
Ana Luísa Barreto ◽  
Ana Osório ◽  
Joana Baptista ◽  
Pasco Fearon ◽  
Carla Martins

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianfen Wu ◽  
Minmin Liu ◽  
Wenqi Lin

This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (meanage = 41 months, SD = 2.47, 46% girls) and the control group (meanage = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.


2018 ◽  
Author(s):  
Dana Schneider ◽  
Anne Grigutsch ◽  
Matthias Schurz ◽  
Romi Zäske ◽  
Stefan R. Schweinberger

It has been hypothesized that visual perspective-taking, a basic Theory of Mind mechanism, might operate quite automatically particularly in terms of ´what´ someone else sees. As such we were interested in whether different social categories of an agent (e.g., gender, race, nationality) influence this mental state ascription mechanism. We tested this assumption by investigating the Samson level-1 visual perspective-taking paradigm using agents with different ethnic nationality appearances. A group of self-identified Turkish and German participants were asked to make visual perspective judgments from their own perspective (self-judgment) as well as from the perspective of a prototypical Turkish or German agent (other-judgment). The respective related interference effects - altercentric and egocentric interferences - were measured. When making other-judgments, German participants showed increased egocentric interferences for Turkish compared to German agents. Turkish participants showed no ethnic group influence for egocentric interferences and reported feeling associated with the German and Turkish nationality to a similar extent. For self-judgments, altercentric interferences were of similar magnitude for both ethnic agents in both participant groups. Overall this indicates that in level-1 visual perspective-taking, other-judgments and related egocentric interferences are sensitive to social categories and are better described as a flexible, controlled and deliberate mental state ascription mechanism. In contrast, self-judgments and related altercentric interference effects are better described as automatic, efficient and unconscious mental state ascription mechanisms. In a broader sense the current results suggest that we should stop considering automaticity an all-or-none principle when it comes theory of mind processes.


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