Mindful Storytellers: Emerging Pragmatics and Theory of Mind Development

Autor/in	Fernández, Camila
Titel	Mindful Storytellers: Emerging Pragmatics and Theory of Mind Development
Quelle	In: First Language, 33 (2013) 1, S.20-46 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723711422633
Schlagwörter	Pragmatics; Theory of Mind; Preschool Children; Social Cognition; Communicative Competence (Languages); Receptive Language; Task Analysis; Regression (Statistics); Language Skills; Cognitive Ability; Correlation; Grade 1; Elementary School Students; Standardized Tests; Picture Books; Scores; Predictor Variables; Social Environment; Spanish Speaking; Narration; Foreign Countries; Statistical Analysis; Colombia + Suchen Sie Ihr Suchwort? Pragmalinguistik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Rezeptive Kommunikationsfähigkeit; Aufgabenanalyse; Regression; Regressionsanalyse; Language skill; Sprachkompetenz; Denkfähigkeit; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Standadised tests; Standardisierter Test; Picture book; Bilderbuch; Prädiktor; Soziales Umfeld; Ausland; Statistische Analyse; Kolumbien
Abstract	Emerging pragmatic language skills involve social, cognitive and linguistic abilities, including children's awareness of the conversational partner's mental states. The present study investigated the relation between children's theory of mind (ToM) and features of pragmatic language skills assessed through narrative discourse. One hundred and fifteen Spanish-speaking children attending preschool and first grade (57 girls, 58 boys) participated. Children completed a standardized measure of receptive language, narrated a wordless picture book and completed first- and second-order ToM tasks. ToM was significantly related to various pragmatic language features. Hierarchical regression analyses showed that second-order ToM scores were a significant predictor of pragmatic language skills. Findings suggest that children's communicative competence in social contexts, to some extent, requires the development of higher-order social-cognitive reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01