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Prior research has shown that school-aged children's metaphor comprehension becomes adultlike progressively. This has given rise to claims that the development of metaphor comprehension is due to children's evolving abilities with respect to theory of mind (ToM) or to formal language. The present work investigates the extent to which children's growing sophistication with metaphor is attributable to each of these. Experiment 1 validates a newly constructed tablet task-with two groups of children whose mean ages were approximately 7 and 10 (
Petit et al. (Thu,) studied this question.