On the inherent yet dynamic link between metaphor and theory of mind in middle childhood: bridging experimental pragmatics and developmental psychology

• DOI: 10.31234/osf.io/txryq_v1
• Publication Date: 2025-02-08T14:24:34Z
• Authors: Valentina Bambini; Chiara Battaglini; Federico Frau; Chiara Pompei; Paola Del Sette; Serena Lecce
• Keywords: Psycholinguistics and Neurolinguistics; Semantics and Pragmatics; Developmental Psychology; Linguistics; Social and Behavioral Sciences

We present the overview of a decade-long research program bridging experimental pragmatics and developmental psychology targeting relationship between individual differences in metaphor skills Theory Mind (ToM). developed Physical Mental Metaphors task used it alongside Strange Stories series studies involving neurotypical children throughout middle childhood. A meta-analysis conducted on our work, including 500 aged 8-12, showed that ToM are significantly associated, even when controlling for vocabulary. This association peaks around age 9 fades away with increasing age. Our longitudinal training evidenced is especially benefits ToM, rather than vice versa. The results confirm inherent mindreading component pragmatic operations as postulated by post-Gricean pragmatics, also highlighting involvement varies dynamically depending possibly other factors such type metaphor. argue should not be seen ancillary to but driving factor socio-cognitive development integrating insights from studying metaphors attention differences, brings new opportunities research.