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- Title
Language Variation and Theory of Mind in Typical Development: An Exploratory Study of School-Age African American Narrators.
- Authors
Mills, Monique T.; Fox, Monica
- Abstract
Purpose: The intent of this study was to explore the relation between language variation and theory of mind (ToM) in African American child narrators. Method: Fifty children produced a narrative on the basis of the wordless book, Frog, Where Are You? ToM was assessed by children’s internal-state words and falsebelief mentioning in the book’s narratives as well as their performance on the Reading the Eyes in the Mind Test (Baron-Cohen, Joliffe, Mortimore, & Robertson, 1997). Correlation and linear regression analyses were performed to determine the relationship between narrative language ability and ToM indices. Relationships between language variation, ToM indices, and socioeconomic status were also explored. Results: There was no correlation between language variation and the 3 ToM indicators. False-belief mentioning accounted for the most variance in children’s narrative language. Language variation scores and ToM performance were both unrelated to children’s socioeconomic backgrounds. Conclusion: ToM indicators, such as false-belief mentioning, provide information about African American children’s narrative ability and appear to be dialect-neutral.
- Subjects
VARIATION in language; AFRICAN American children; PHILOSOPHY of mind in children; NARRATORS; FROG, Where Are You? (Book); STORYTELLING ability in children; COGNITION in children; BELIEF &; doubt; LANGUAGE &; languages; ANALYSIS of variance; BLACK people; CHI-squared test; CHILD development; COMMUNICATIVE competence; INTELLIGENCE tests; LANGUAGE acquisition; PROBABILITY theory; REGRESSION analysis; RESEARCH funding; SPEECH evaluation; STATISTICS; DATA analysis; TASK performance; NARRATIVES; MEDICAL coding
- Publication
American Journal of Speech-Language Pathology, 2016, Vol 25, Issue 3, p426
- ISSN
1058-0360
- Publication type
Article
- DOI
10.1044/2016_AJSLP-15-0038