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Direct linkGamannossi, Beatrice Accorti; Pinto, Giuliana – First Language, 2014
Narrative competence can be considered an indicator of children's knowledge about other people's minds. The present study investigates the relations between, on the one hand, children's narrative competence and their second order language of mind (comprehension of deception) and, on the other, their developmental trends from kindergarten to…
Descriptors: Foreign Countries, Theory of Mind, Kindergarten, Primary Education
Colozzo, Paola; Whitely, Cristy – First Language, 2014
This study considered the adequacy of references used by children to introduce, maintain, and reintroduce characters in complex narratives involving multiple characters. Sixty-three English-speaking Canadian children from kindergarten to second grade (M age 7.0 years) told two multi-episode stories from wordless picture books. Analyses considered…
Descriptors: Foreign Countries, Elementary School Students, Kindergarten, Grade 1
Fernández, Camila – First Language, 2013
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…
Descriptors: Pragmatics, Theory of Mind, Preschool Children, Social Cognition
