Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Children | 2 |
| Cognitive Development | 2 |
| Theory of Mind | 2 |
| Age Differences | 1 |
| Beginning Reading | 1 |
| Beliefs | 1 |
| Cognitive Processes | 1 |
| Correlation | 1 |
| Early Childhood Education | 1 |
| Evaluation Methods | 1 |
| Evidence | 1 |
| More ▼ | |
Source
| Cognitive Development | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGrazzani, Ilaria; Ornaghi, Veronica – Cognitive Development, 2012
This study investigates the relationship between mental-state language and theory of mind in primary school children. The participants were 110 primary school students (mean age = 9 years and 7 months; SD = 12.7 months). They were evenly divided by gender and belonged to two age groups (8- and 10-year-olds). Linguistic, metacognitive and cognitive…
Descriptors: Theory of Mind, Verbal Ability, Cognitive Development, Primary Education
Farrar, M. Jeffrey; Ashwell, Sylvia – Cognitive Development, 2012
Language plays a critical role in theory of mind (ToM) development, particularly the understanding of false beliefs (FB). Further, there is some evidence that the development of FB is important for metalinguistic development, such as the understanding of homonyms and synonyms. However, there is debate regarding the nature of this relationship.…
Descriptors: Theory of Mind, Evidence, Metalinguistics, Beginning Reading
