How Does Mind Reading Affect Narrative Reading Across Elementary School? Navigating the Cognitive and Emotional Pathways (Poster 41): Division C - Section 2a: Cognitive and Motivational Processes, Stage 1, 10:02 AM

• In Event: e-Lightening Ed-Talk Session 6 - Stage 1

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 involving 344 Chinese children from grades 2 to 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 ten confounding variables, cognitive AToM was crucial in middle grades, enhancing NRC through metacognitive reading awareness, 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.

Authors

• Haolan Wang, Beijing Normal University

• Hongjun Chen, Beijing Normal University

• Yi Zhao, Beijing Normal University

• Jie Chen, Beijing Normal University

• Xinchun Wu, Beijing Normal University