The influence of narrative competence on mental state talk in kindergarten and primary school children

다국어 초록 (Multilingual Abstract)

This study investigates the relationships between narrative competence and mental state talk at different age levels. Specifically, we explored whether a higher level of structure in narratives is associated with children's mental state talk, and whether this effect is moderated by age (kindergarten, lower and upper primary school). The participants in the study were 172 Italian children. The children were asked to tell a story and their productions were coded for narrative structural level and mental state talk. Data showed higher levels of narrative structure were associated with a higher frequency of emotional, cognitive, moral, and socio‐relational terms. Results of the present study contributed to improve our understanding about how mental state talk and narrative competence are associated in different ways at different ages. This result suggests that children may develop in the ability to coordinate mental state talk and narrative structure as an effect of both, age and schooling.


Statement of contribution


What is already known on this subject?





Theory of mind and language are interconnected.

Theory of mind can be assessed through mental state talk.

Mental state talk is elicited through narrative tasks.




What does this study add?





Narrative competence is associated with mental state talk.

The first years of primary school seem to represent an important transition in children's development in narrative competence and MST.

Children may develop in the ability to coordinate mental state talk and narrative structure as an effect of both, age and schooling.






What is already known on this subject?





Theory of mind and language are interconnected.

Theory of mind can be assessed through mental state talk.

Mental state talk is elicited through narrative tasks.




What does this study add?





Narrative competence is associated with mental state talk.

The first years of primary school seem to represent an important transition in children's development in narrative competence and MST.

Children may develop in the ability to coordinate mental state talk and narrative structure as an effect of both, age and schooling.