scholarly journals Mental State Talk Structure in Children’s Narratives: A Cluster Analysis

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Giuliana Pinto ◽  
Caterina Primi ◽  
Christian Tarchi ◽  
Lucia Bigozzi
Keyword(s):  
Cluster Analysis ◽  
Theory Of Mind ◽  
Mental State ◽  
Oral Narratives ◽  
Underlying Structure ◽  
Affective States ◽  
Fine Grained ◽  
School Year ◽  
Children's Narratives ◽  
Mental State Talk

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.

Theory of mind, mental state talk and social relationships in aging: The case of friendship

2018 ◽  
Vol 23 (9) ◽  
pp. 1105-1112 ◽  
Author(s):  
Serena Lecce ◽  
Irene Ceccato ◽  
Elena Cavallini
Keyword(s):  
Theory Of Mind ◽  
Social Relationships ◽  
Mental State ◽  
Mental State Talk

scholarly journals Minding the children: A longitudinal study of mental state talk, theory of mind, and behavioural adjustment from the age of 3 to 10

2018 ◽  
Vol 27 (4) ◽  
pp. 826-840 ◽  
Author(s):  
Amanda Carr ◽  
Lance Slade ◽  
Nicola Yuill ◽  
Susan Sullivan ◽  
Ted Ruffman
Keyword(s):  
Longitudinal Study ◽  
Theory Of Mind ◽  
Mental State ◽  
Behavioural Adjustment ◽  
Mental State Talk

scholarly journals Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour

2017 ◽  
Vol 27 (2) ◽  
pp. e2060
Author(s):  
Ana Luísa Barreto ◽  
Ana Osório ◽  
Joana Baptista ◽  
Pasco Fearon ◽  
Carla Martins
Keyword(s):  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Mental State Talk

scholarly journals Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Jianfen Wu ◽  
Minmin Liu ◽  
Wenqi Lin
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Intervention Program ◽  
Role Playing ◽  
Control Group ◽  
Role Playing Games ◽  
Before And After ◽  
The Relationship ◽  
Mental State Talk ◽  
Quasi Experiment

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.

Causal Coherence in the Oral Narratives of Spanish-Speaking Children

1992 ◽  
Vol 35 (2) ◽  
pp. 363-372 ◽  
Author(s):  
Vera F. Gutierrez-Clellen ◽  
Aquiles Iglesias
Keyword(s):  
Mental State ◽  
Age Groups ◽  
Silent Film ◽  
Oral Narratives ◽  
Older Children ◽  
Spanish Speaking ◽  
Children's Narratives ◽  
Causal Coherence

Forty-six Spanish-speaking children distributed among three age groups (4:0–4:11, 6:0–6:11, and 8:0–8:11 years) were shown a short silent film and asked to tell the investigator what happened in the movie. All narratives were audiotaped and transcribed for analysis. The stories of older children contained more narrative actions and included more mental state/goal causes than those of younger children. With increasing age, children's narratives showed a decrease in the use of two-clause causal sequences, an increase in the use of three-clause causal sequences, and a decrease in the proportion of unrelated statements. The variability in the types of causal links manifested in the stories suggests that absence of certain types of interclausal connections should not be interpreted as reflecting cognitive or comprehension deficits.

scholarly journals Affective States and State Tests: Investigating How Affect and Engagement during the School Year Predict End-of-Year Learning Outcomes

2014 ◽  
Vol 1 (1) ◽  
pp. 107-128 ◽  
Author(s):  
Zach A Pardos ◽  
Ryan S.J.D Baker ◽  
Maria San Pedro ◽  
Sujith M Gowda ◽  
Supreeth M Gowda
Keyword(s):  
Learning Outcomes ◽  
Learning System ◽  
Affective States ◽  
High Stakes ◽  
State Tests ◽  
Fine Grained ◽  
School Year ◽  
Student Affect ◽  
And Performance ◽  
Math Tutoring

In this paper, we investigate the correspondence between student affect and behavioural engagement in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year on a high-stakes mathematics exam in a manner that is both longitudinal and fine-grained. Affect and behaviour detectors are used to estimate student affective states and behaviour based on post-hoc analysis of tutor log-data. For every student action in the tutor, the detectors give us an estimated probability that the student is in a state of boredom, engaged concentration, confusion, or frustration, and estimates of the probability that the student is exhibiting off-task or gaming behaviours. We used data from the ASSISTments math tutoring system and found that boredom during problem solving is negatively correlated with performance, as expected; however, boredom is positively correlated with performance when exhibited during scaffolded tutoring. A similar pattern is unexpectedly seen for confusion. Engaged concentration and, surprisingly, frustration are both associated with positive learning outcomes. In a second analysis, we build a unified model that predicts student standardized examination scores from a combination of student affect, disengaged behaviour, and performance within the learning system. This model achieves high overall correlation to standardized exam score, showing that these types of features can effectively infer longer-term learning outcomes.

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