| Abstract: | When do children reliably understand that a simple narrative text such as a fable is conveying a point or moral lesson? What role does culture play in influencing understanding? These questions were explored in a cross-sectional sample of 192 children, aged 7, 9 and 11 years drawn from the two largest groups in Singapore, Chinese and Malays. During interviews the child participants were read traditional Aesop's, Chinese and Malay fables and manipulated fables and fable-like stories, and asked to identify and generate the points or morals. The sample and design of the study allowed for comparisons with similar American research. The evidence suggests that, as predicted, cultural background exerts a positive influence on this ability. A number of ethnic differences in response between the Chinese and Malays emerged and possible reasons for these are discussed. |
