出版社：Universidad Distrital Francisco José de Caldas
摘要：The theory of mind is associated with the ability all human beings have to represent to themselves the others’ intentions and beliefs. This ability implies the development of increasingly complex theories and it is essential to oral communication (Meltzoff, 1999). Research on this subject places its development between the ages of 6 and 7, just at the onset of formal learning of reading and writing.From there, the objective of this paper is to explore the relationship between theory of mind and the comprehension of narrative texts in normal third graders. To evaluate the theory of mind, an instrument based on the classic tasks of second-order false beliefs (Sullivan and Tager-Flusberg, 1999, and Perner and Wimmer, 1985) was designed, and to evaluate the comprehension of the narrative text an instrument supported by the van Dijk and Kintsch ́s (1983) model of comprehension was created.
其他摘要：The theory of mind is associated with the ability all human beings have to represent to themselves the others’ intentions and beliefs. This ability implies the development of increasingly complex theories and it is essential to oral communication (Meltzoff, 1999). Research on this subject places its development between the ages of 6 and 7, just at the onset of formal learning of reading and writing.From there, the objective of this paper is to explore the relationship between theory of mind and the comprehension of narrative texts in normal third graders. To evaluate the theory of mind, an instrument based on the classic tasks of second-order false beliefs (Sullivan and Tager-Flusberg, 1999, and Perner and Wimmer, 1985) was designed, and to evaluate the comprehension of the narrative text an instrument supported by the van Dijk and Kintsch ́s (1983) model of comprehension was created.
