Title of article :
Keeping the readerʹs mind in mind: Development of perspective-taking in childrenʹs dictations
Author/Authors :
Peskin، نويسنده , , Joan and Prusky، نويسنده , , Carly and Comay، نويسنده , , Julie، نويسنده ,
Issue Information :
روزنامه با شماره پیاپی سال 2014
Pages :
9
From page :
35
To page :
43
Abstract :
This study investigated when children can take the perspective of their reader if the information-processing demands of writing are removed by means of dictation to a scribe. Participants (N = 96) aged 5, 6 and 7 years dictated letters to an addressee who possessed requisite content knowledge, and then revised the letter or dictated a new letter to an addressee who lacked this knowledge (counterbalanced). Results showed that 19% of 5-year-olds, 41% of 6-year-olds, and 72% of 7-year-olds considered their readerʹs missing knowledge. Childrenʹs awareness of their readerʹs knowledge was neither related to performance on higher-order theory of mind tasks, nor to measures of executive function. Significantly greater perspective-taking was demonstrated in childrenʹs new letters than revised letters. However, although revision is considered a late-developing skill, half of even the 5-year-olds were able to make revisions (albeit few revisions demonstrated actual perspective-taking). Findings have significant implications for the emergent-literacy curriculum.
Keywords :
Perspective-taking , dictation , WRITING , theory of mind , Reader awareness , revision
Journal title :
Journal of Applied Developmental Psychology
Serial Year :
2014
Journal title :
Journal of Applied Developmental Psychology
Record number :
2127635
Link To Document :
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