Introduction. The ability to persuade requires understanding how through language one can influence the mental states (EEMM) of the persuaded, so that they adopt a belief, attitude or idea that, in turn, leads them to perform some action (To et al., 2016). It has therefore been linked to theory of mind, having been shown that a greater understanding of mind is associated with a greater variety and frequency of terms referring to EEMM (Longobardi et al., 2015). However, there are no known studies on child persuasion that analyze mental state language. Objective. The aim of this study is to analyze the frequency of use of mental state terms in short persuasive texts of school-aged children, and to test the effect of addressee: asymmetry (equal vs adult), familiarity (own mother vs friend's mother) and authority (friend's mother vs school principal). Method. The participants were 117 schoolchildren (75 girls) aged 7 to 12 years from Quito (Ecuador). Each participant wrote, at an appropriate time and place, four short texts, addressed respectively to: a friend, her own mother, a friend's mother and the school principal, in an attempt to convince them of the same thing. For each text, the frequency of occurrence of EEMM terms was analyzed following the proposal of Pinto et al. (2017): Cognitive, Volitional, Emotional and Moral. Results. Two Repeated Measures ANOVAs indicate significant differences in the total frequencies of EEMM terms (in order: Volitional, Moral, Emotional, Cognitive) and that there are no significant differences in the frequency of total EEMM terms by addressee. However, for each addressee separately, four Repeated Measures ANOVAs revealed different distribution patterns in EEMM terms. Friends as addresses differ from adults by generating much higher frequency of Emotional terms and much lower frequency of Moral terms. Significantly more Moral and Cognitive terms are used with one's own mother than with a friend's mother. With the mother of a friend, significantly more Emotional terms are used than with the school principal. Discussion. The data allow us to demonstrate the effect of asymmetry (differences between text addressed to a friend and adults), familiarity (between text addressed to one's own mother and that of a friend) and authority (between text addressed to a friend's mother and the school principal) in the use of terms referring to Cognitive, Volitional, Emotional and Moral EEMM by children from 7 to 12 years of age.
Read full abstract