Does evidentiality support source monitoring and false belief understanding? A cross-linguistic study with Turkish- and English-speaking children
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Dokumenter
- Fulltext
Forlagets udgivne version, 943 KB, PDF-dokument
This study investigates the impact of evidentiality on source monitoring and the impact of source monitoring on false belief understanding (FBU), while controlling for short-term memory, age, gender, and receptive vocabulary. One hundred (50 girls) monolingual 3- and 4-year-olds from Turkey and the UK participated in the study in 2019. In Turkish, children's use of direct evidentiality predicted their source monitoring skills, which, in turn, predicted their FBU. In English, FBU was not related to source monitoring. Combined results from both languages revealed that Turkish-speaking children had better FBU than English-speaking children, and only for Turkish-speaking children, better source monitoring skills predicted better FBU. This suggests an indirect impact of evidentiality on FBU by means of source monitoring in Turkish.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Child Development |
| Vol/bind | 94 |
| Udgave nummer | 4 |
| Sider (fra-til) | 889-904 |
| ISSN | 0009-3920 |
| DOI | |
| Status | Udgivet - 2023 |
Bibliografisk note
Funding Information:
The authors would like to thank Nilihan Şanal for her support in data collection, Gülfem Sarı, Zeynep Fındık, Amy Ashton, and Catriona Dorrian for their help with secondary transcription and coding of the tasks, Cansu Pala and Duygu Kandemirci Bayız for their support with school recruitment in Turkey and with translation-back translation for the false-belief tasks. We would also like to thank the nurseries and primary schools that took part in our study, and our participants. This work was supported by the Economic and Social Research Council (ESRC, grant numbers ES/S007113/1 and ES/L008955/1).
Funding Information:
The authors would like to thank Nilihan Şanal for her support in data collection, Gülfem Sarı, Zeynep Fındık, Amy Ashton, and Catriona Dorrian for their help with secondary transcription and coding of the tasks, Cansu Pala and Duygu Kandemirci Bayız for their support with school recruitment in Turkey and with translation‐back translation for the false‐belief tasks. We would also like to thank the nurseries and primary schools that took part in our study, and our participants. This work was supported by the Economic and Social Research Council (ESRC, grant numbers ES/S007113/1 and ES/L008955/1).
Publisher Copyright:
© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.
ID: 371018207