How Does Mind Reading Affect Story Reading Across Elementary School? Navigating the Cognitive and Emotional Pathways
Bibliographic Data
| ID | 9646205 |
|---|---|
| Authors | Haolan Wang (0000-0003-0484-9055, Beijing Normal University), Hongjun Chen (0000-0001-7997-3486, Beijing Normal-Hong Kong Baptist University), Yi Zhao (0009-0002-1840-3978, Nanjing Normal University), Jie Chen (0000-0002-9254-4413, Beijing Normal University), Ying Zhao (0009-0005-5285-1549, Nanjing Normal University), Xinchun Wu (0000-0002-2756-0548, Beijing Normal-Hong Kong Baptist University, corresponding author) |
| Year | 2025 |
| Volume | 96 |
| Issue | 6 |
| Pages | 1899-1916 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.70017 |
| PMID | 40693863 |
| OpenAlex | W4412572346 |
| Language | EN |
| Citations received | 1 |
| References cited | 70 |
This study distinguished the cognitive and affective components of advanced theory of mind (AToM) and their distinct contributions to narrative reading comprehension (NRC) across different grades. In a longitudinal study (Time 1: April 2023) involving 344 Chinese children from Grades 2–5 (174 girls, Mage = 9.60 years), results indicated that both AToM types develop in middle grades (2nd and 3rd) and stabilize by upper grades (4th and 5th), with affective AToM consistently higher than cognitive AToM. After accounting for 10 confounding variables, cognitive AToM was crucial in middle grades, enhancing NRC through metacognitive awareness of reading, while affective AToM became more prominent in upper grades, facilitating NRC through reading transportation. These findings provide insights for age-appropriate educational interventions to foster literary appreciation
Affect (linguistics) · Cognition · Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Metacognition · Narrative · Need for cognition · Psychological intervention · Reading (process) · Reading comprehension · Theory of mind · Child Development and Digital Technology · Communication · Media Influence and Health · Psychology · Reading and Literacy Development · Social Psychology
The simple view of reading
Chinese children's character recognition
An advanced test of theory of mind
Intelligence and educational achievement
Reading Literary Fiction Improves Theory of Mind
Effectiveness of learning strategy instruction on academic performance
Effects of Literature on Empathy and Self-Reflection
The Precursors of Reading Ability in Young Readers
The Effect of Culture on Perspective Taking
Relations Between False Belief Understanding and Executive Function in Early Childhood
Missing data
Theory of mind, empathy, and prosocial behavior in children and adolescent
Uncovering the timing and target
The Development of Advanced Theory of Mind in Middle Childhood
This Story Is Not for Everyone
Interpreting physical and mental metaphors
The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children
Looking for the lighthouse
A systematic review of measures of theory of mind for children
A meta-analysis of sequences in theory-of-mind understandings
Fictionality and Perceived Realism in Experiencing Stories
Transportation Into Narrative Worlds
Introduction to the Special Issue on Emotions in Reading, Learning, and Communication
Maternal Expressed Emotion Predicts Children's Antisocial Behavior Problems
Theory of mind and text comprehension across the lifespan
The emergence of the ability to track a character's mental perspective in narrative
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
The role of transportation in the persuasiveness of public narratives
The roles of decoding and vocabulary in Chinese reading development
To read or not to read
Emotions and literary text comprehension
The Extended Transportation-Imagery Model
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |