Haolan Wang, Hongjun Chen, Yi Zhao, Jie Chen, Ying Zhao, Xinchun Wu
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引用次数: 0
Abstract
This study distinguished the cognitive and affective components of advanced theory of mind (AToM) and their distinct contributions to narrative reading comprehension (NRC) across different grades. In a longitudinal study (Time 1: April 2023) involving 344 Chinese children from Grades 2-5 (174 girls, Mage = 9.60 years), results indicated that both AToM types develop in middle grades (2nd and 3rd) and stabilize by upper grades (4th and 5th), with affective AToM consistently higher than cognitive AToM. After accounting for 10 confounding variables, cognitive AToM was crucial in middle grades, enhancing NRC through metacognitive awareness of reading, while affective AToM became more prominent in upper grades, facilitating NRC through reading transportation. These findings provide insights for age-appropriate educational interventions to foster literary appreciation.
期刊介绍：
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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