Undersökning av relationen mellan False Belief och syntax hos 4-9- åriga barn
Children undergo great developmental changes during the preschool and early school years. It is also the very same period in which their pragmatic abilities develop. This study aimed to examine the relationship between Theory of Mind and syntax. Fifty-four preschool and school children aged between 3:11 to 9:0 years participated. TROG-2 and a False Belief assessment of Sally Anne design using three conditions: narrative, silent and distortion were used. In addition, two False Belief questions and two control questions were also posed. The test was administered using tablet computers. Twenty nine children passed all the control questions. Their score in each condition was calculated and compared with their score on TROG-2. Results showed that only in the narrative condition did the FB passers have higher syntactic ability than the participants that failed the FB question. In all three conditions the participants who passed the FB questions were older and had higher TROG-2 raw scores. The result replicated findings in other studies.