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Yanlış Kanı Atfı Gelişiminde Tutarlılık ve Sürekliliğin İncelenmesi

Year 2014, Volume: 34 Issue: 2, 1 - 16, 22.12.2014

Abstract

Bu araştırmanın amacı, fiziksel gerçeklik temelli cevaplardan zihinsel temsil temelli
cevaplara geçiş dönemi olan 3,5-4 yaş arasında, zihin kuramının tutarlılık ve sürekliliğini
incelemektir. Araştırma, İstanbul’da bulunan bir okul öncesi eğitim kurumuna devam eden
40- 48 ay arası 18 çocuk (8 kız ve 10 erkek) üzerinde yürütülmüş ve zihin kuramı ölçümleri
için Beklenmedik Yer Değişikliği Görevi kullanılmıştır. Ayrıca, Beklenmedik Yer Değişikliği
Görevi ile diğer beceriler açısından eşleşen fakat zihin kuramı kazanımını gerektirmeyen
Plasebo Beklenmedik Yer Değişikliği Görevi ölçümleri de yapılmıştır. Çocukların her
birine üçer hafta aralıklar ile üç kez zihin kuramı görevi ve plasebo görev uygulanarak
gelişimleri yedi haftalık bir süreçte incelenmiştir. Çalışmada grup analizlerinde oturumlar
arasındaki değişimler anlamlı olmamasına rağmen, bireysel analizler bazı çocukların
önceden geçtikleri bir soruya daha sonra yanlış cevap verebildiklerini ve dalgalanmalı
bir dönemden geçtiklerini göstermiştir. Bunun yanında, sadece beklenmedik yer değişikliği
görevinde değil plasebo görevde de dalgalanmalı performanslar gözükmüştür.
Anahtar kelimeler: zihin kuramı, yanlış kanı atfı, tutarlılık, süreklilik, gelişim

References

  • Amsterlaw, J. ve Wellman, H. M. (2006). Theories of mind in transition: A microge- netic study of the development of false-belief understanding. Journal of Cognition and Development, 7(2), 139–172.
  • Astington, J. W. ve Baird, J. A. (2005). Introduction: Why language matters. J. W. Astington ve J. A. Baird (Ed.), Why language matters for theory of mind içinde (3-25). New York: Oxford University Press.
  • Baron-Cohen, S., Leslie, A. M. ve Frith, U. (1985). Does the autistic child have a “theory of mind”?, Cognition, 21(1), 37–46.
  • Bernstein, D. M., Thornton, W. L. ve Sommerville, J. A. (2011). Theory of mind through theages: Older and middle-aged adults exhibit more errors than do younger adults on a continuous false belief task. Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process, 37(5), 481-502.
  • Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24, 15–23.
  • Flavell, J., Flavell, E. ve Green, F. (1983). Development of the appearance–reality distinction. Cognitive Development, 15, 95–120.
  • Flynn, E., O’Malley, C. ve Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7 (1), 103- 115.
  • Flynn, E. (2006). A microgenetic investigation of stability and continuity in theory of mind development. British Journal of Developmental Psychology, 24, 631–654.
  • Hasselhorn, M., Mahler, C. ve Grube, D. (2005). Theory of mind, working memory, and verbal ability in preschool children: The proposal of a relay race model of the de- velopmental dependencies. W. Schneider, R. Schumann-Hengsteler ve B. Sodian, (Ed.), Young children’s cognitive development içinde (220-237). Lawrence Erlbaum Associates.
  • Hughes, C., Adlam, A., Happe, F., Jackson, J., Taylor, A. ve Caspi, A. (2000). Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities. Journal of Child Psychology and Psychiatry, 41, 483–490.
  • Perner, J. (1991). Understanding the Representational Mind. Cambridge, MIT Press.
  • Schneider, W., Lockl, K. ve Fernandez, O. (2005). Interrelationships among theory of mind, executive control, language development, and working memory in young children: A longitudinal analysis. W. Schneider, R. Schumann- Hengsteler ve B. Sodian, (Ed.), Young children’s cognitive development içinde (259-284). Lawrence Erlbaum Associates.
  • Siegler, R. S. (2006) Microgenetic analyses of learning. W. Damon ve R. M. Lerner (Ed.) D. Kuhn ve R. S. Siegler, (Ed.), Handbook of child psychology: Cognition, perception, and language içinde (464 – 510). Hoboken, NJ: Wiley.
  • Slade, L. ve Ruffman, T. (2005). How Language does relate to theory of mind: A lon- gitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23,117-141.
  • Yağmurlu, B., Berument, S. ve Çelimli, Ş. (2005). The role of institution and home contexts in theory of mind development. Applied Developmental Psychology, 26, 521-537.
  • Wellman, H. M. (2012). Theory of mind: Better methods, clearer findings, more de- velopment. European Journal of Developmental Psychology, 9, 313–330.
  • Wellman HM, Cross D. ve Watson J. (2001). Meta-analysis of theory-of-mind devel- opment: The truth about false belief. Child Development, 72, 655-84.
  • Wellman, H. M. ve Johnson, M. C. N. (1980). Children’s developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095-1102.
  • Wellman, H. M. ve Liu, D. (2004). Scaling of theory-of-mind tasks. Child Develop- ment, 75, 523–541.
  • Wellman, H. M., Philips, A. T. ve Rodriquez, T. (2000). Young children’s understanding of perception, desire, and emotion. Child Development, 71, 895-912.
  • Wimmer, H. ve Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.

An Investigation Of Continuity And Stability In The Development Of False Belief Understanding

Year 2014, Volume: 34 Issue: 2, 1 - 16, 22.12.2014

Abstract

The aim of this study is to investigate continuity and stability in the development of theory of mind by focusing on the period between 3.5 -4 years of age, when children experience a transition from answers based on physical reality towards answers based on mental representation. Participants were 18 40-48 month old children (8 female and 10 male). False belief understanding was measured by the Unexpected Transfer Test and the Plasebo Unexpected Transfer Test, which calls for the same abilities but does not require false belief understanding, was used. Both the Unexpected Transfer Test and the Plasebo Unexpected Transfer Test were conducted with the children every three weeks for three phases of testing. In this way, their development is followed up for 7 weeks. Although group analysis did not show any significant changes between sessions, individual profiles showed that children experienced fluctuations, sometimes failing tasks that they previously passed. Moreover, fluctuations were seen not only for false belief understanding task but also for the plasebo task

References

  • Amsterlaw, J. ve Wellman, H. M. (2006). Theories of mind in transition: A microge- netic study of the development of false-belief understanding. Journal of Cognition and Development, 7(2), 139–172.
  • Astington, J. W. ve Baird, J. A. (2005). Introduction: Why language matters. J. W. Astington ve J. A. Baird (Ed.), Why language matters for theory of mind içinde (3-25). New York: Oxford University Press.
  • Baron-Cohen, S., Leslie, A. M. ve Frith, U. (1985). Does the autistic child have a “theory of mind”?, Cognition, 21(1), 37–46.
  • Bernstein, D. M., Thornton, W. L. ve Sommerville, J. A. (2011). Theory of mind through theages: Older and middle-aged adults exhibit more errors than do younger adults on a continuous false belief task. Experimental Aging Research: An International Journal Devoted to the Scientific Study of the Aging Process, 37(5), 481-502.
  • Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24, 15–23.
  • Flavell, J., Flavell, E. ve Green, F. (1983). Development of the appearance–reality distinction. Cognitive Development, 15, 95–120.
  • Flynn, E., O’Malley, C. ve Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7 (1), 103- 115.
  • Flynn, E. (2006). A microgenetic investigation of stability and continuity in theory of mind development. British Journal of Developmental Psychology, 24, 631–654.
  • Hasselhorn, M., Mahler, C. ve Grube, D. (2005). Theory of mind, working memory, and verbal ability in preschool children: The proposal of a relay race model of the de- velopmental dependencies. W. Schneider, R. Schumann-Hengsteler ve B. Sodian, (Ed.), Young children’s cognitive development içinde (220-237). Lawrence Erlbaum Associates.
  • Hughes, C., Adlam, A., Happe, F., Jackson, J., Taylor, A. ve Caspi, A. (2000). Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities. Journal of Child Psychology and Psychiatry, 41, 483–490.
  • Perner, J. (1991). Understanding the Representational Mind. Cambridge, MIT Press.
  • Schneider, W., Lockl, K. ve Fernandez, O. (2005). Interrelationships among theory of mind, executive control, language development, and working memory in young children: A longitudinal analysis. W. Schneider, R. Schumann- Hengsteler ve B. Sodian, (Ed.), Young children’s cognitive development içinde (259-284). Lawrence Erlbaum Associates.
  • Siegler, R. S. (2006) Microgenetic analyses of learning. W. Damon ve R. M. Lerner (Ed.) D. Kuhn ve R. S. Siegler, (Ed.), Handbook of child psychology: Cognition, perception, and language içinde (464 – 510). Hoboken, NJ: Wiley.
  • Slade, L. ve Ruffman, T. (2005). How Language does relate to theory of mind: A lon- gitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23,117-141.
  • Yağmurlu, B., Berument, S. ve Çelimli, Ş. (2005). The role of institution and home contexts in theory of mind development. Applied Developmental Psychology, 26, 521-537.
  • Wellman, H. M. (2012). Theory of mind: Better methods, clearer findings, more de- velopment. European Journal of Developmental Psychology, 9, 313–330.
  • Wellman HM, Cross D. ve Watson J. (2001). Meta-analysis of theory-of-mind devel- opment: The truth about false belief. Child Development, 72, 655-84.
  • Wellman, H. M. ve Johnson, M. C. N. (1980). Children’s developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095-1102.
  • Wellman, H. M. ve Liu, D. (2004). Scaling of theory-of-mind tasks. Child Develop- ment, 75, 523–541.
  • Wellman, H. M., Philips, A. T. ve Rodriquez, T. (2000). Young children’s understanding of perception, desire, and emotion. Child Development, 71, 895-912.
  • Wimmer, H. ve Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.
There are 21 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Zehra Ertuğrul Yaşar

Publication Date December 22, 2014
Submission Date March 25, 2015
Published in Issue Year 2014 Volume: 34 Issue: 2

Cite

APA Ertuğrul Yaşar, Z. (2014). An Investigation Of Continuity And Stability In The Development Of False Belief Understanding. Psikoloji Çalışmaları, 34(2), 1-16.
AMA Ertuğrul Yaşar Z. An Investigation Of Continuity And Stability In The Development Of False Belief Understanding. Psikoloji Çalışmaları. December 2014;34(2):1-16.
Chicago Ertuğrul Yaşar, Zehra. “An Investigation Of Continuity And Stability In The Development Of False Belief Understanding”. Psikoloji Çalışmaları 34, no. 2 (December 2014): 1-16.
EndNote Ertuğrul Yaşar Z (December 1, 2014) An Investigation Of Continuity And Stability In The Development Of False Belief Understanding. Psikoloji Çalışmaları 34 2 1–16.
IEEE Z. Ertuğrul Yaşar, “An Investigation Of Continuity And Stability In The Development Of False Belief Understanding”, Psikoloji Çalışmaları, vol. 34, no. 2, pp. 1–16, 2014.
ISNAD Ertuğrul Yaşar, Zehra. “An Investigation Of Continuity And Stability In The Development Of False Belief Understanding”. Psikoloji Çalışmaları 34/2 (December 2014), 1-16.
JAMA Ertuğrul Yaşar Z. An Investigation Of Continuity And Stability In The Development Of False Belief Understanding. Psikoloji Çalışmaları. 2014;34:1–16.
MLA Ertuğrul Yaşar, Zehra. “An Investigation Of Continuity And Stability In The Development Of False Belief Understanding”. Psikoloji Çalışmaları, vol. 34, no. 2, 2014, pp. 1-16.
Vancouver Ertuğrul Yaşar Z. An Investigation Of Continuity And Stability In The Development Of False Belief Understanding. Psikoloji Çalışmaları. 2014;34(2):1-16.

Psikoloji Çalışmaları / Studies In Psychology / ISSN- 1304-4680