Search

Your search keyword '"Cho, Minkyung"' showing total 3 results
Start Over Author "Cho, Minkyung" Topic theory of mind
3 results on '"Cho, Minkyung"'

1. Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension.

Author

Kim YG, Dore R, Cho M, Golinkoff R, and Amendum S

Subjects
Child, Humans, Narration, Reading, Vocabulary, Comprehension, Theory of Mind
Abstract

We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and informational texts), and narrative and informational text comprehension. Results from children in Grade 4 (N = 132; M age  = 10.39 years) revealed that a greater number of mental state talk instances appeared in children's recall of narrative texts than in their recall of informational texts, but the mean number also differed across texts within a genre. ToM skill predicted the extent of mental state talk in narrative texts and informational texts, and the relation was stronger for narrative texts than for informational texts, after accounting for vocabulary, grammatical knowledge, working memory, and attentional control. Mental state talk in narrative texts was extremely strongly related to narrative comprehension, whereas mental state talk in informational texts was weakly related to informational text comprehension. Results suggest that ToM skill relates to mental state talk in the recall of texts, and both ToM and mental state talk play greater roles in comprehension of narrative texts than in comprehension of informational texts., (Copyright © 2021. Published by Elsevier Inc.)

Published
2021
Full Text
View/download PDF

2. Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students

Author

Cho, Minkyung, Kim, Young-Suk Grace, and Olson, Carol B.

Abstract

Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders' source-based analytical essays (N=195) to investigate (1) the extent to which students incorporated perspective taking in their essays, (2) how the extent of perspective taking in essays differ by students' sex and English learner status, and (3) the extent to which perspective taking in writing is associated with overall writing quality. Findings revealed that students wrote more from their own perspective than that of others. Moreover, the results of multi-level analyses suggested that female students exhibited more varied perspectives but there was no meaningful difference by English learner status. Lastly, greater extent of perspective taking, particularly that of higher level of perspectives (i.e., dual perspective), was associated with better writing quality, after accounting for students' demographic backgrounds (e.g., sex, poverty status, English learner status) and essay length. These results underscore the importance of writing from multiple perspectives on writing quality. [This is the online version of an article published in "Reading and Writing."]

Published
2021
Full Text
View/download PDF

3. Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension

Author

Kim, Young-Suk Grace, Dore, Rebecca, Cho, Minkyung, Golinkoff, Roberta, and Amendum, Stephen

Subjects
Cognitive and Computational Psychology, Psychology, Mental Health, Mental health, Good Health and Well Being, Child, Comprehension, Humans, Narration, Reading, Theory of Mind, Vocabulary, Theory of mind, Mental state talk, Narrative, Expository, Informational, Cognitive Sciences, Experimental Psychology, Applied and developmental psychology, Biological psychology, Social and personality psychology
Abstract

We investigated the relations among theory of mind (ToM), mental state talk, and discourse comprehension. Specifically, we examined the frequency of mental state talk in children's oral recall of narrative texts and informational texts as well as relations among ToM, mental state talk (inclusion of mental state words in the recall of narrative and informational texts), and narrative and informational text comprehension. Results from children in Grade 4 (N = 132; Mage = 10.39 years) revealed that a greater number of mental state talk instances appeared in children's recall of narrative texts than in their recall of informational texts, but the mean number also differed across texts within a genre. ToM skill predicted the extent of mental state talk in narrative texts and informational texts, and the relation was stronger for narrative texts than for informational texts, after accounting for vocabulary, grammatical knowledge, working memory, and attentional control. Mental state talk in narrative texts was extremely strongly related to narrative comprehension, whereas mental state talk in informational texts was weakly related to informational text comprehension. Results suggest that ToM skill relates to mental state talk in the recall of texts, and both ToM and mental state talk play greater roles in comprehension of narrative texts than in comprehension of informational texts.

Published
2021

Catalog

Books, media, physical & digital resources
See catalog results