Yanlış Kanı Atfı Gelişiminde Tutarlılık ve Sürekliliğin İncelenmesi

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

Zehra Ertuğrul Yaşar

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

Keywords

zihin kuramı, yanlış kanı atfı, tutarlılık, süreklilik, gelişim

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

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

Keywords

theory of mind, false belief understanding, continuity, stability, development

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