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Brandt, Silke; Hargreaves, Stephanie; Theakston, Anna – Cognitive Science, 2023
A key factor that affects whether and at what age children can demonstrate an understanding of false belief and complement-clause constructions is the type of task used (whether it is implicit/indirect or explicit/direct). In the current study, we investigate, in an implicit/indirect way, whether children understand that a story character's belief…
Descriptors: Beliefs, Phrase Structure, Cognitive Ability, Child Development
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Matthews, Danielle; Biney, Hannah; Abbot-Smith, Kirsten – Language Learning and Development, 2018
Children vary in their ability to use language in social contexts and this has important consequences for wellbeing. We review studies that test whether individual differences in pragmatic skill are associated with formal language ability, mentalizing, and executive functions in both typical and atypical development. The strongest and most…
Descriptors: Children, Individual Differences, Language Usage, Executive Function
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Silva, Catarina; Montant, Marie; Ponz, Aurelie; Ziegler, Johannes C. – Cognition, 2012
Emotion effects in reading have typically been investigated by manipulating words' emotional valence and arousal in lexical decision. The standard finding is that valence and arousal can have both facilitatory and inhibitory effects, which is hard to reconcile with current theories of emotion processing in reading. Here, we contrasted these…
Descriptors: Empathy, Spanish, Children, Emotional Response
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Meins, Elizabeth; Fernyhough, Charles; Johnson, Fiona; Lidstone, Jane – British Journal of Developmental Psychology, 2006
Children's use of internal-state language during 2 tasks (book narration and describing a best friend) was investigated in a sample (N=38) of 7- to 9-year-olds. Proportional use of internal-state talk on the two tasks was highly positively correlated, a relation that was independent of verbosity, age, verbal ability and the use of…
Descriptors: Children, Language Usage, Theory of Mind, Individual Differences
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Suty, Karen A. – American Annals of the Deaf, 1986
Analysis of spontaneous storytelling samples of deaf 5- to 7-year-olds (N=15), all exposed to manually coded English for some time, differentially showed characteristics more consistent with either English or Sign Language in the language areas of explicit relations, mimed relations, incorporated relations, and English Functors. (CB)
Descriptors: American Sign Language, Children, Deafness, Discourse Analysis