Relations among children’s theory of mind, family factors, language development, and story comprehension in L1 and L2 preschoolers

Markel, Clarisa; Major, Ashley; Pelletier, Janette

doi:10.5861/ijrsp.2012.157

Cited by 2 publications

(2 citation statements)

References 51 publications

(82 reference statements)

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“…They further found that the learners could generate greater numbers of words with similar meanings that could be substituted for novel words. While, Markel, Major, and Pelletier (2012) indicated that family factors such as parental education and sibling status significantly promoted children's vocabulary skills. Furthermore, they revealed that vocabulary skills could predict L 1 and L 2 learners' performance on comprehension tasks.…”

Section: Vocabulary Learningmentioning

confidence: 99%

Towards a better way to teach and promote mentally retarded EFL learners’ vocabulary learning and retention

Rahimi¹,

Donyaie²

2016

IJRSP

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The present study aimed at investigating the effect of two vocabulary learning strategies on promoting mentally retarded EFL learners' vocabulary learning in short-term and long-term.To this end, 32 mentally retarded EFL learners (with IQ levels of 50-69) from a mentally retarded institute in Sanandaj, Iran were selected as the participants of the study. First, some English words were selected. Then, the first group was taught through flash cards on which the pictures of the words were depicted. The other group was taught through translation into their L 1 which was Kurdish. After the treatments, which took about five weeks, the participants took a vocabulary post-test. Two weeks later another vocabulary post-test was administered to the participants to investigate the long-term effect of the vocabulary learning strategies. The obtained data were analysed through running two independent samples t-test analyses. The results showed that there was a significant difference between the effectiveness of the two vocabulary learning strategies. The group that learned vocabulary via pictures outperformed the other group in both post-tests.

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Section: Vocabulary Learningmentioning

confidence: 99%

Towards a better way to teach and promote mentally retarded EFL learners’ vocabulary learning and retention

Rahimi¹,

Donyaie²

2016

IJRSP

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“…One investigation in West Africa reported some success in 3-year-olds on mental state understanding tasks adapted to the culture (Avis & Harris, 1991). Yet, other evidence from South America (Beckmann De Castro Menezes, Da Silva Cruz, Veloso Corrêa, & Brito, 2014;Vinden, 1996), India (Wahi & Johri, 1994) and on Indian immigrant children in Canada (Markel, Major, & Pelletier, 2012) found a delay in understanding the mind. In some cultures, poor social understanding even beyond age 7 is reported (Mayer & Träuble, 2013;Vinden, 1996Vinden, , 1999.…”

mentioning

confidence: 96%

Mother–child conversation and social understanding in Pakistan

Nawaz

Lewis

2017

International Journal of Behavioral Development

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Two studies are presented to examine whether and why 3–5-year-olds in Pakistan display limited social understanding. Study 1 tested 71 preschoolers on Lillard and Flavell’s (1992) test of desires, pretence and beliefs, plus two false belief tasks, and showed very limited understanding across these measures even though almost half were over 5 years old. Study 2 replicated this effect with 35 preschoolers, and also conducted home observations of mother–child interaction at two time points. It tested three competing explanations of the role of adult-conversation in the preschooler’s developing understanding of the mind: the quality of the caregiver’s references to mental states, the child’s grasp of mental state language in such conversations, and the connectedness of adult–child talk. These factors are usually highly correlated in Western cultures. In Pakistan, with a delay in the acquisition of social understanding skills, Study 2 showed that maternal and child references to mental states were rare (2% of maternal and 1% of child utterances). Analyses of the relationship between mother–child conversation and the children’s test performance suggested that the measures of social understanding were not predicted uniquely by the connectedness of talk within the dyad, or maternal use of mental state terms. However, the children’s concurrent (and to a lesser extent previous) use of mental state terms was related to their grasp of mental states. Thus, the data support previous analyses, which suggests that the child’s construction of mental state terms is more crucial in their grasp of the social world.

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Relations among children’s theory of mind, family factors, language development, and story comprehension in L1 and L2 preschoolers

Cited by 2 publications

References 51 publications

Towards a better way to teach and promote mentally retarded EFL learners’ vocabulary learning and retention

Towards a better way to teach and promote mentally retarded EFL learners’ vocabulary learning and retention

Mother–child conversation and social understanding in Pakistan

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