Abstract
This study investigated children’s narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0–11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a personal narrative about a situation where they had felt like the frog. Each task was coded for evaluative components of jealousy understanding. With age, children were more likely to mention a jealousy-related mental state, relationship interference, and use the term
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