A Mann–Whitney U test revealed that the LI and typical groups’ FBC
percent correct scores did not differ significantly (p = .07).
Objective
Participants:
The aims of this preliminary study were to describe false-belief
comprehension (FBC) in Spanish-speaking children from lower SES
backgrounds, discuss the relationship between FBC and other cognitive/
linguistic measures, and identify clinical and research implications.
Forty-six preschool age children from Head Start, all of whom were
mostly Spanish speaking. LI status was determined through
triangulation (evaluation by a certified SLP, parent report of concern,
scored in LI range on Expressive & Receptive Language Subtests of
SPLS-4.)
LI Group (N = 22)
Background
False-belief comprehension (FBC) is a linguistic and sociocognitive
milestone in which children learn to recognize that people can hold
beliefs about the world that may be incorrect.1 In a recent meta-analysis
(N = 104 studies) a moderate-large effect size was found between
language and FBC in English-speaking children when age was
controlled for.2 FBC emerges in a consistent developmental pattern
across diverse cultural and linguistic communities; most children acquire
FBC by 3 to 4 years of age.3,4
With Spanish-speaking children, FBC and the use of the subjunctive
mood has been found to be moderately correlated.5 A child’s use of
directives during structured games has also been found to be
significantly and strongly associated with FBC in Spanish-speaking
children.6 Researchers have also described a significant and moderate
association between general verbal abilities and FBC in this population.7
Children from lower SES backgrounds demonstrate FBC later than their
peers from middle to upper SES backgrounds.8,9,10
English speaking children with language impairment (LI) have significantly
lower FBC skills than their typical peers.11,12,13
Research Questions
1. How does FBC relate to linguistic & cognitive measures in typically
developing Spanish-speaking preschoolers from lower SES
backgrounds?
2. How do Spanish-speaking children with LI perform on FBC tasks relative
to their typical peers?
3. What are the clinical & research implications for using FBC in screening
and assessment of Spanish-speaking children?
M
SD
TD Group (N = 24)
M
t test
Child demonstrated any FBC
LI
Typical
YES
40%
58%
NO
60%
42%
SD
4;2
0;10
4;5
0;10
-1.24
Conclusions
SPLS-4 Receptive
74.95
13.69
97.25
7.70
-6.71
SPLS-4 Expressive
73.73
10.98
98.05
9.27
-7.83
K-ABC 2 Triangles
8.86
2.27
10.08
2.36
-1.78
FBC was significantly correlated with non-verbal IQ, but stronger
associations were detected between FBC and language measures.
Spanish-speaking children with LI appeared to have more difficulty
with FBC than typical peers, but significant group differences were
not detected. Future studies should compare groups by age
clusters (3-, 4-, and 5-year-olds).
Age
Method
Standardized Measures. Spanish PLS-4 & K-ABC-2 Triangles (nonverbal IQ measure)
False-Belief Measures. A Spanish adaptation of the unexpected
contents false belief task was used. The standard task uses a
commonly recognized container (e.g. bandage box) which the
experimenter has filled with unexpected contents (e.g. crayons).
Children are asked to reflect on what others would think is inside the
box and what they themselves originally thought was inside the box.
Adaptations and wording for false-belief tasks used in earlier studies
with Spanish-speaking children were employed.7,14 A total of four
false-belief trials were collected.
Results
FBC in typically developing Spanish-speaking preschoolers was
significantly related to SPLS-4 Receptive Language (r = .49, p < .05),
and SLPS-4 Expressive Language (r = .55, p < .01). The association
between FBC and KABC-2 Triangles (r = .40, p = .056) approached
significance.
The strongest relationship detected was between FBC and expressive
language scores, with a large effect size observed.
A multidimensional approach to FBC suggests that language and
sociocognitive development grow in tandem. A reciprocal causality
model may explain how the links between language and
sociocognitive development change depending on the stage of
development being considered.15
False-belief tasks may provide useful information in screening and
assessment measures16; however, more normative data is needed
to understand FBC in Spanish-speaking children from lower SES
backgrounds.
False-belief tasks embedded within a narrative or storybook context
may be a more natural way to assess FBC in children from lower
SES and culturally and linguistically diverse backgrounds.17, 18
For more information contact:
[email protected]
Mark Guiberson Ph.D. CCC-SLP
Assistant Professor
UNIVERSITY of NORTHERN COLORADO
Audiology and Speech-Language Sciences
Gunter Hall 1400 • Campus Box 140 • Greeley, CO 80639
References
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1
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