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              <p>Which skills are required to start understanding ambiguous, unfamiliar nondecomposable idioms in context? In this study, we examined the contributions of both second-order false-belief understanding and working memory to the understanding of unfamiliar nondecomposable idioms in children aged 6, 7 and 8 years old. We assumed that, in order to process these idioms, children would have to be able to (a) take a double perspective (Perner &amp; Wimmer, 1985), (b) maintain both literal and figurative meanings as being different from the expression itself, and (c) take the context into account. Six-, 7- and 8-year-old children performed three, second-order false-belief tasks and three working-memory tasks, and listened to 15 nondecomposable idioms inserted into a context, before performing a multiple-choice task. Results indicated that nondecomposable idiom understanding was explained by theory-of-mind skills</p>
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              <p>Quelles sont les compétences requises pour commencer à comprendre des idiomes non décomposables et non familiers en contexte? Dans cette étude, on examine l'apport à la fois de la compréhension des fausses croyances de second ordre et de la mémoire de travail dans la compréhension d'idiomes non décomposables et non familiers chez des enfants de 6, 7 et 8 ans. Il est présumé que, pour traiter ces idiomes, les enfants doivent être en mesure : a) d'adopter une double perspective (Perner &amp; Wimmer, 1985); b) d'établir que le sens propre et le sens figuratif sont différents de l'expression elle-même; c) de tenir compte du contexte. On a demandé à des enfants de 6, 7 et 8 ans de réaliser trois tâches de compréhension de fausses croyances de second ordre et trois tâches sollicitant la mémoire de travail, puis on leur a fait écouter 15 idiomes non décomposables insérés dans un contexte avant de leur demander de faire une tâche à choix multiple. Les résultats indiquent que la compréhension de l'idiome non décomposable s'explique par les compétences selon la théorie de l'esprit.</p>
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