Acquiring Epistemic Modal Auxiliaries: the Role of Theory of Mind

Research in Language

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Field Value
 
Title Acquiring Epistemic Modal Auxiliaries: the Role of Theory of Mind
 
Creator De Mulder, Hannah N. M.
Gautero-Watzema, Annette
 
Subject epistemic modality
Theory of Mind
word learning
autism
 
Description This study considers the acquisition of epistemic modal auxiliaries (EMA) in typically developing (TD) and autistic children and the role that Theory of Mind (ToM) plays in this development. Nineteen Dutch-speaking TD children and ten autistic children received tasks assessing ToM, general linguistic ability and EMA comprehension. Results suggest that both groups have some understanding of the Dutch EMA system, but no significant differences were found between groups. However, once participants were divided into ToM passers and ToM failers irrespective of clinical diagnosis, results showed that passers performed significantly better than failers on EMA understanding. Having a good understanding of others’ mental states, as evidenced by full marks on ToM tasks, thus seems important in the acquisition of EMA.
 
Publisher Wydawnictwo Uniwersytetu Łódzkiego
 
Date 2018-03-30
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://czasopisma.uni.lodz.pl/research/article/view/8058
10.2478/rela-2018-0004
 
Source Research in Language; Vol. 16 No. 1 (2018); 99-112
Research in Language; Tom 16 Nr 1 (2018); 99-112
1731-7533
 
Language eng
 
Relation https://czasopisma.uni.lodz.pl/research/article/view/8058/7974
 
Rights https://creativecommons.org/licenses/by-nc-nd/4.0
 

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