False belief understanding and narrative comprehension in the preschool years

Abstract

Prior work shows that theory of mind (ToM), typically assessed with false belief understanding (FBU) tasks, predicts reading comprehension in school-aged children. This paper extends this research by examining the link in preschool-aged children in an exploratory study. We examined associations among FBU and several aspects of narrative abilities (story comprehension, picture sequencing, inferences generated in a narrative task, and goal-directed narratives) in a six-month longitudinal study. We found that FBU was related to all narrative abilities within Time 1 and with inferencing within Time 2. There were also cross-lagged associations between FBU and inferencing between Time 1 and 2. However, only goal-directed narratives were significantly related to FBU after controlling for child age and language. Interestingly, a factor analysis demonstrated that FBU and all narrative abilities but picture sequencing loaded onto a single factor. This study suggests that FBU and narrative abilities may overlap during the preschool years rather than representing distinct constructs. It also suggests that during the preschool years, narrative production rather than narrative comprehension may be more strongly linked to FBU as both the inference and goal-directed narrative tasks were derived from children’s oral narratives.