Mental-state language use and its relationship with theory of mind in school-age children

Abstract

The present study aimed to investigate the use of mental-state language (MSL) and its relationship with theory of mind (ToM) in middle childhood. MSL was elicited from 30 Grade 2 and Grade 5 children using a book narration task. Their competence in MSL use was analysed with reference to the frequency, types and complexity of their mental-state talk, while their ToM competence was measured using the Chinese version of the Happé’s Strange Stories (Fung, 2012). Results reported that children underwent significant changes in the frequency, types and complexity of MSL use across middle childhood. Among the three MSL measures, only the frequency of mental-state talk was significantly correlated with ToM when the effects of age and language ability were partialled out. The findings were contrary to previous research and the potential role of cultural differences in causing the discrepancies was suggested. Although further studies would be needed to replicate and expand on the findings, the current study provided preliminary evidence for the continual development of MSL use in middle childhood, as well as the potential utility of the frequency of mental-state talk as an indicator of ToM functioning.