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Children's understanding of Aesop's fables: relations to reading comprehension and theory of mind.

Pelletier J, Beatty R - Front Psychol (2015)

Bottom Line: Study 2 results showed a relation between young children's theory of mind development and their understanding of fables.After general vocabulary, second-order theory of mind predicted children's fables understanding.Findings point to the importance of developing mental state awareness in children's ability to judge characters' intentions and to understand the deeper message embedded in fables.

View Article: PubMed Central - PubMed

Affiliation: Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto Toronto, ON, Canada.

ABSTRACT
Two studies examined children's developing understanding of Aesop's fables in relation to reading comprehension and to theory of mind. Study 1 included 172 children from Junior Kindergarten through Grade 6 in a school-wide examination of the relation between reading comprehension skills and understanding of Aesop's fables told orally. Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children. Study 1 results showed a developmental progression in fables understanding with children's responses becoming increasingly decontextualized as they were able to extract the life lesson. After general vocabulary, passage comprehension predicted fables understanding. Study 2 results showed a relation between young children's theory of mind development and their understanding of fables. After general vocabulary, second-order theory of mind predicted children's fables understanding. Findings point to the importance of developing mental state awareness in children's ability to judge characters' intentions and to understand the deeper message embedded in fables.

No MeSH data available.


Related in: MedlinePlus

Grade level differences in responses to the moral question.
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Figure 1: Grade level differences in responses to the moral question.

Mentions: A One-Way ANOVA was used to examine grade level differences in children’s fables task performance for Question 4 alone (the moral/lesson question). Mean scores ranged between.68 (JK) and 7.0 (Gr. 6) (see Figure 1). Findings represent a significant difference by age [F(7,163) = 11.8, p < 0.001]. A Bonferroni post hoc comparison showed the greatest leaps were initially between JK-Grade 1 and again at Grade 6. A Bonferroni correction was not used as Sedgwick (2012) suggests that this test may be overly conservative and can prevent the identification of significant findings when many comparisons are made, in this case grade levels.


Children's understanding of Aesop's fables: relations to reading comprehension and theory of mind.

Pelletier J, Beatty R - Front Psychol (2015)

Grade level differences in responses to the moral question.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4593939&req=5

Figure 1: Grade level differences in responses to the moral question.
Mentions: A One-Way ANOVA was used to examine grade level differences in children’s fables task performance for Question 4 alone (the moral/lesson question). Mean scores ranged between.68 (JK) and 7.0 (Gr. 6) (see Figure 1). Findings represent a significant difference by age [F(7,163) = 11.8, p < 0.001]. A Bonferroni post hoc comparison showed the greatest leaps were initially between JK-Grade 1 and again at Grade 6. A Bonferroni correction was not used as Sedgwick (2012) suggests that this test may be overly conservative and can prevent the identification of significant findings when many comparisons are made, in this case grade levels.

Bottom Line: Study 2 results showed a relation between young children's theory of mind development and their understanding of fables.After general vocabulary, second-order theory of mind predicted children's fables understanding.Findings point to the importance of developing mental state awareness in children's ability to judge characters' intentions and to understand the deeper message embedded in fables.

View Article: PubMed Central - PubMed

Affiliation: Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto Toronto, ON, Canada.

ABSTRACT
Two studies examined children's developing understanding of Aesop's fables in relation to reading comprehension and to theory of mind. Study 1 included 172 children from Junior Kindergarten through Grade 6 in a school-wide examination of the relation between reading comprehension skills and understanding of Aesop's fables told orally. Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children. Study 1 results showed a developmental progression in fables understanding with children's responses becoming increasingly decontextualized as they were able to extract the life lesson. After general vocabulary, passage comprehension predicted fables understanding. Study 2 results showed a relation between young children's theory of mind development and their understanding of fables. After general vocabulary, second-order theory of mind predicted children's fables understanding. Findings point to the importance of developing mental state awareness in children's ability to judge characters' intentions and to understand the deeper message embedded in fables.

No MeSH data available.


Related in: MedlinePlus