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3-5 Yaş Grubu Çocuklara Yönelik Zihin Kuramı Testi: Geçerlik Güvenirlik Çalışması

Year 2022, Volume: 55 Issue: 55, 31 - 61, 29.01.2022
https://doi.org/10.15285/maruaebd.966350

Abstract

Zihin kuramının sosyal beceriler başta olmak üzere birçok beceri ile ilişkisi bu becerilerin değerlendirilmesine olan ilgiyi artırmıştır. Bu araştırmada üç ila beş yaşındaki çocukların zihin kuramı becerilerini değerlendirmeye yönelik Zihin Kuramı Testinin geliştirilmesi amaçlanmıştır. Açımlayıcı araştırma modelindeki bu araştırmaya; tipik gelişen, anadili Türkçe olan, alıcı dil becerileri kronolojik yaşıyla uyumlu 528 çocuk katılmıştır. Çocukların alıcı dil düzeyleri Türkçe Erken Dil Gelişimi Testinin alıcı dil alt alanı kullanılarak belirlenmiştir. Geliştirilen Zihin Kuramı Testinin kapsam geçerliği, yapı geçerliği, ayırıcılık geçerliği, ölçüt geçerliğ, test-tekrar test ve iç tutarlık katsayıları incelenmiştir. Yapı geçerliğine ilişkin analizler sonucunda; üç, dört ve beş yaş için ayrı testler elde edilmiş ve her yaş düzeyinde beş alt test yer almıştır. Üç ve dört yaşa yönelik testte 27 madde, beş yaşa yönelik testte ise 26 madde yer almaktadır. Maddelerin ayırıcılık düzeyleri genel olarak çok yüksektir. Testin ölçüt geçerliğinin orta ve yüksek olduğu; test-tekrar-test güvenirliklerinin, üç ve beş yaş için genel olarak yüksek; dört yaş için ise yüksek olduğu belirlenmiştir. İç tutarlılık katsayılarının tüm yaş düzeyleri için yüksek olduğu bulunmuştur. Bulgular temelinde testin geçerli ve güvenilir bir araç olduğu sonucuna ulaşılmıştır.

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The Test of Theory of Mind for Children Aged 3-5 Years: A Validity and Reliability Study

Year 2022, Volume: 55 Issue: 55, 31 - 61, 29.01.2022
https://doi.org/10.15285/maruaebd.966350

Abstract

The theory of mind’s relationship with many skills, in particular social skills, has increased the interest in evaluation these skills. The aim of this study is to develop the Test of Theory of Mind for assessing 3- to 5-year-old children’s theory of mind skills. This study has been conducted using the explanatory research model. A total of 528 children between the ages of three and five, showing typical development, with Turkish as their native language, and showing age-appropriate receptive language performance participated in the study. The children’s receptive language levels were determined using the receptive language subtest from the Turkish Early Language Development Test. This study has examined the content validity, construct validity, discriminant validity, criterion validity test-retest, and internal consistency of the Test of Theory of Mind. Separate tests have been obtained for 3-, 4-, and 5-year-old children as a result of the analyses of construct validity. Each test had five subtests. The tests for 3- and 4-year-old children each had 27 items, while the test for 5-year-old children had 26 items. The items’ discrimination levels were generally very high. The tests had medium and high criterion validity. The test-retest reliability was also high for all three tests. The tests’ internal consistency values were found to be high as well. Based on these results, the test has been considered as a valid and reliable tool.

References

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  • Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Commentary on "Meta-analysis of theory-of-mind development: The truth about false belief." Child Development, 72(3), 685–687. doi:10.1111/1467-8624.00305
  • Altıntaş, M. (2014). Çocuklar için Zihin Kuramı Testi Bataryası’nın 4-5 yaş Türk çocuklarına uyarlanması, geçerlik ve güvenirlik çalışması. (Yayımlanmamış yüksek lisans tezi). Haliç Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
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  • Baron-Cohen, S., O’Riordan, M., Jones, R., Stone, V. E., & Plaisted, K. (1999). A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 407-418. Doi:10.1371/journal.pone.0082422
  • Bigelow, A., E. (2008). Relations Among Preschool Children's Understanding of Visual Perspective Taking, False Belief, And Lying Journal of Cognition and Development, 9(4), 411 - 433. doi:10.1080/15248370802678299
  • Bradmetz, J., & Schneider, R. (1999). Is Little Red Riding Hood afraid of her grand mother? Cognitive vs. emotional response to a false belief. British Journal of Developmental Psychology, 17, 501-514. doi:10.1348/026151099165438
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavram¬lar ve ölçek geliştirmede kullanımı. Kuram Ve Uy¬gulamada Eğitim Yönetimi, 32(32), 470-483. doi:10365/126871
  • Cavallini, E., Lecce, S., Bottırolı, S., Palladino, P., & Pagnin, A. (2013). Beyond false belief: Theory of mind in young, young-old, and old-old adults. The International Journal of Aging and Human Development, 76(3), 181-198.
  • Chadsey-Rush, J. (1992). Toward defining and measuring social skills in employment settings. American Journal on Mental Retardation, 96(4), 405-418. EJ441387
  • Costello, A. B. & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1-9. doi:10.1.1.110.9154
  • Cutting, A. L., & Dunn, J. (2002). The cost of understanding other people: Social cognition predicts young children’s sensitivity to criticism. Journal of Child Psychology and Psychiatry, 43, 849–860. doi:10.1111/1469-7610.t01-1-00047
  • Çotuk, H. & Özdemir, S. (2021). Görme yetersizliğinden etkilenmiş çocuklar ile gören çocukların duygu ifadelerine verdikleri tepkilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.669915
  • Deneault, J. (2015). Children’s Understanding of Behavioral Consequences of Epistemic States: A Comparison of Knowledge, Ignorance, and False Belief. The Journal Of Genetıc Psychology, 176(6), 386–407. doi:10.1080/00221325.2015.1096233
  • Deneault, J., & Ricard, M. (2013). Are emotion and mind understanding differently linked to young children’s social adjustment? Relationships between behavioral consequences of emotions, false belief, and SCBE. Journal of Genetic Psychology, 174, 88–116. doi:10.1080/00221325.2011.642028
  • Denham, S. A. (1986). Social cognition, prosocial behavior, and emotions in preschoolers: Contextual validation. Child Development, 57, 194–201. doi:10.2307/1130651
  • Devine, R. T., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52, 758–771. doi:10.1037/ dev0000105
  • Döhnel, K., Schuwerk, T., Sodian, B., Hajak, G., Rupprecht, R., & Sommer, M. (2017). An fMRI study on the comparison of different types of false belief reasoning: False belief-based emotion and behavior attribution. Social Neuroscience, 12(6), 730-742.
  • Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York, NY: Guilford.
  • Erkuş, A., Sünbül, Ö., Ömür-Sünbül, S., Yormaz, S. ve Aşiret, S. (2017). Psikolojide Ölçme ve Ölçek Geliştirme-II: Temel Kavramlar ve İşlemler. Pegem Akademi Yayıncılık: Ankara.
  • Flavell, J. F. (1999). Children's Knowledge About the Mind. Cognitive Development. Annual Review, 50, 21-45. Doi: 10.1146/annurev.psych.50.1.21
  • Flavell, J. H., Flavell, E. R., & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95–120. doi:10.1016/0010-0285(83)90005-1
  • Girli, A., & Tekin, D. (2010). Investigating false belief levels of typically developed children and children with autism. Procedia Social and Behavioral Sciences 2, 1944–1950.
  • Gopnik, A., & Wellman, H. M. (1992). Why child’s theory of mind really is a theory. Mind and Language, 7, 145-171. doi:10.1111/j.1468-0017.1992.tb00202.x
  • Gosselin, P., Warren, M., & Diotte, M. (2002). Motivation to hide emotion and children’s understanding of the distinction between real and apparent emotions. The Journal of Genetic Psychology, 163(4), 479-495. doi:10.1080/00221320209598697
  • Güven, S. & Topbaş, S. (2014). Adaptation of the Test of Early Language Development - Third Edition (TELD-3) into Turkish: Reliability and Validity Study. International Journal of Early Childhood Special Education 6(2),151-176.
  • Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach children with autism to understand emotions, belief, or pretence? Development and Psychopathology, 8, 345–365. doi:10.1017/S0954579400007136
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Burcu Kılıç Tülü 0000-0002-9623-8392

Cevriye Ergül 0000-0001-6793-6469

Early Pub Date January 29, 2022
Publication Date January 29, 2022
Acceptance Date November 8, 2021
Published in Issue Year 2022 Volume: 55 Issue: 55

Cite

APA Kılıç Tülü, B., & Ergül, C. (2022). 3-5 Yaş Grubu Çocuklara Yönelik Zihin Kuramı Testi: Geçerlik Güvenirlik Çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 55(55), 31-61. https://doi.org/10.15285/maruaebd.966350