Researchers have found a strong correlation between children's Theory of Mind abilities and which ...

Researchers have found a strong correlation between children's Theory of Mind abilities and which aspect of their language knowledge?
 
  A. children's understanding of mental state words, such as think and know
  B. children's understanding of syntactic structures that let them embed one sentence inside another (e.g. Mary says that she saw a ghost)
  C. children's skill with social conversations
  D. correlations between all of these aspects of language knowledge have been found to exist with Theory of Mind ability

Question 2

When telling the Frog Story, children learning different language tend to package the information in their stories differently. For example, children learning Spanish tend to put information about the path of motion into the main verb (e.g. entrar, enter') while children learning Englsh tend to put information about the manner of motion into the main verb (e.g. running). Which approach to the relationship between language and thought best explains this phenomenon?
 
  A. the language and cognition as tandem developments position
  B. the language as an influence on thinking for speaking position.
  C. the language as providing the categories of thought position.
  D. the language as an expression of independent cognition position

Question 3

Adult English and Korean speakers often describe spatial situations differently. For example, speakers of English describing a ring on a finger focus on support (e.g., they use the word on) while speakers of Korean describing the same thing focus on the tightness of the fit of the ring (e.g. they use the word kkita, meaning tight fit'). Research with young children acquiring these two languages has found that:
 
  A. children learning English are able to correctly use English spatial terms several months BEFORE children learning Korean are able to correctly use Korean spatial terms.
  B. children learning English are able to correctly use English spatial terms several months AFTER children learning Korean are able to correctly use Korean spatial terms.
  C. children learning English are able to correctly use English spatial terms at approximately the same age that children learning Korean are able to correctly use Korean spatial terms.
  D. spatial terms such as these are quite difficult to learn and there is too much individual variation in when they are learned to make any generalizations across different languages.

Question 4

Which of the following is an example of how using language can help children think more effectively?
 
  A. children are better able to find analogies between situations when the similarities are explicitly labeled with language.
  B. children quickly learn the spatial terms of their language, regardless of the way their language organizes them.
  C. children tell better organized narrative stories about topics that they find emotionally engaging.
  D. all of the above are examples of how language can help children think more effectively.