Theory of Mind and its Reflection in Children’s Narrative Abilities

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Autoři: Janíková Monika ¹; Horská Terézia ¹; Kapalková Svetlana ^1,3
Působiště autorů: Mgr. Monika Janíková, PhD., Mgr. Terézia Horská, doc. Svetlana Kapalková, PhD., Katedra logopédie Pedagogickej fakulty Comenius University in Bratislava, Slovak Republic. E-mail: monikajanikova@outlook. com. ¹; SCPP Centrum detskej reči [Children’s Speech Centre] in Trnava, Námestie Jozefa Herdu, 917 01 Trnava, Slovak Republic. ²; SCPP Inštitút detskej reči [Children’s Speech Institute] in Bratislava, Železničiarska 13, 811 04 Bratislava, Slovak Republic. ³
Vyšlo v časopise: Listy klinické logopedie 2024; 8(2): 21-27
Kategorie: Hlavní téma
doi: https://doi.org/https://doi.org/10.36833/lkl.2024.023

Souhrn

Theory of Mind and narrative abilities are closely related in a bidirectional way. On the one hand, Theory of Mind is reflected in the quality of discourse production and comprehension, and on the other hand narrative input influences the development of Theory of Mind in children. The present contribution is theoretical in nature, defining the Theory of Mind, its development, and describing in more detail its relationship to narrative abilities in children. It also provides information on the possibilities of assessing Theory of Mind within a narrative context in the child population.

Zdroje

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