Mind over print: Cognitive predictors of the ability to communicate referentially

Abstract Communication often hinges on our ability to describe and explain things clearly so others can understand them. While this ability develops throughout childhood, little is known about how it is shaped in adulthood. This gap matters, as referential communication is central to everyday social and professional interactions. This study examines how nonverbal intelligence, formal education, literacy, and theory of mind (ToM) predict referential communication performance in adults. Forty female Spanish-speaking adults in Monterrey, Mexico—20 low-SES and 20 high-SES—completed a referential communication task along with measures of reading fluency, print exposure, nonverbal IQ, and ToM (false-belief and faux-pas tasks). Results revealed that IQ, years of education, and faux-pas comprehension significantly predicted referential communication scores. Our findings suggest that referential clarity in adult speech may rely less on reading experience and more on cognitive ability, opportunities to practice referential communication, and sensitivity to social norms and intentions. We discuss the implications of these findings.