The study analyzes the predictive role of Theory of Mind (ToM) to the comprehension of multiple texts on two topics in 4th and 5th graders. Topic of the texts and other relevant individual skills were considered as control. Participants were 184 children attending 3 schools. Multiple-text comprehension and ToM were assessed using short essays and mental state explanations for stories. Mixed models showed that ToM uniquely predicts multiple-text comprehension over and above control variables.
|Titolo:||Theory of mind uniquely predicts multipletext comprehension in fourth and fifth graders|
FLORIT, Elena [Conceptualization] (Corresponding)
|Data di pubblicazione:||2018|
|Appare nelle tipologie:||04.02 Abstract in Atti di convegno|