How Does Mind Reading Affect Narrative Reading Across Elementary School? Navigating the Cognitive and Emotional Pathways (Poster 41)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

Previous research on theory of mind (ToM) has primarily focused on preschoolers, while reading research has emphasized foundational cognitive and linguistic skills. This study addressed these gaps by exploring the role of advanced ToM (AToM) on narrative comprehension among 344 Chinese children in grades 2–5 over six months. Results indicated that both cognitive and affective AToM developed rapidly in the middle grades and leveled off in the upper grades. Cognitive AToM was crucial in the middle grades, while affective AToM gained importance in the upper grades for narrative comprehension, after controlling for various confounding variables. Mediation analysis highlighted the emotional pathways through which AToM influenced narrative comprehension. These findings provided insights for age-appropriate educational interventions to enhance literature 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