Attention–language interface in Multilingual Assessment instrument for Narratives

Journal of Experimental Child Psychology. 2025. Vol. 249. Article 106074.

Sekerina I. A., Parshina O., Staroverova V., Gagarina N.

The current study employed the Multilingual Assessment Instrument for Narratives (MAIN) to test comprehension of narrative macrostructure in Russian in a visual world eye-tracking paradigm. The four MAIN visual narratives are structurally similar and question referents’ goals and internal states (IS). Previous research revealed that children’s MAIN comprehension differed among the four narratives in German, Swedish, Russian, and Turkish, but it is not clear why. We tested whether the difference in comprehension was (a) present, (b) caused by complicated inferences in understanding IS compared with goals, and (c) ameliorated by orienting visual attention to the referents whose IS was critical for accurate comprehension. Our findings confirmed (a) and (b) but found no effect of attentional cues on accuracy for (c). The multidimensional theory of narrative organization of children’s knowledge of macrostructure needs to consider the type of inferences necessary for IS that are influenced by subjective interpretation and reasoning.

Keywords: Russian, visual attention, mental representations, Multilingual Assessment Instrument for Narratives (MAIN), Visual world eye-tracking, Visual narrative comprehension

Publication based on the results of: A Multidisciplinary Study of the Human Brain: Behavioral, Psychophysiological and Mathematical Approaches to Cognitive Functioning (2024)