We examined the relation between children’s mental state knowledge and metaknowledge about reading in two studies. In Study 1, we tested 196 children (mean age 9 years) for their verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, we extended the results of Study 1 using a cross-lagged design and investigating older children (N=71, mean age 10 years at Time 1 and 11 years at Time 2) for their mental state knowledge, metaknowledge about reading and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children’s knowledge about the mind.
Reading Minds: the relation between children's mental state knowledge and their metaknowledge about reading
LECCE, SERENA;ZOCCHI, SILVIA;PAGNIN, ADRIANO;PALLADINO, PAOLA;
2010-01-01
Abstract
We examined the relation between children’s mental state knowledge and metaknowledge about reading in two studies. In Study 1, we tested 196 children (mean age 9 years) for their verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, we extended the results of Study 1 using a cross-lagged design and investigating older children (N=71, mean age 10 years at Time 1 and 11 years at Time 2) for their mental state knowledge, metaknowledge about reading and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children’s knowledge about the mind.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
