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Williams Sendromu ve Zihin Kuramı Arasındaki İlişki

Yıl 2010, Cilt: 1 Sayı: 2, 67 - 75, 01.02.2010

Öz

Bu makalede Williams Sendromu ile zihin kuramı ilişkisine değinilmektedir. Williams Sendromu’nun tanımı ve genel özellikleri, Williams Sendromlu bireylerin katılımcılığında yapılan çeşitli zihin kuramı araştırmaları ve son olarak öneri ve sınırlılıklardan bahsedilmiştir. Yapılan çalışma için Ebsco Host, Wiley Interscience, Sage Online, Springer Link, Taylor&Francis, Oxford arama motorlarında “zihin kuramı” “Williams sendromu” sözcükleri anahtar sözcükler içinde taranmıştır. Bu arama metoduyla yeterli sonuç bulunamadığından ikinci kez, aynı arama motorlarından, “Williams Sendromu” sözcüğü anahtar sözcüklerde, “zihin kuramı”,”zihin okuma”,”zihin körlüğü” sözcükleri yazı içinde aranmıştır. Bu aramalarda toplamda 12 yayın ile karşılaşılmıştır. Ancak yazının şekillenmesinde bu 12 yayının kaynaklarından alınan başka araştırmaların temin edilmesi ve kullanılması da katkı sağlamıştır. Çalışmanın temel amacı genel bir özet vermek olduğundan yazı tarihsel, karşılaştırmalı ya da betimsel herhangi bir önem taşımamaktadır. Bu çalışma ile hem zihin kuramının doğasını açıklamak hem de az sayıda çalışmaya konu olan Williams Sendromu’nun özellikleri hakkında bilgi vermek amaçlanmaktadır

Kaynakça

  • Atasoy, S. (2008). Yüksek fonksiyonlu otistik çocuklarda çeşitli bilişsel özellikler arasındaki ilişkinin incelenmesi. Doktora tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir
  • Bates, E. (1978). The Emergence of Symbols. New York: Academic Press.
  • Baron-Cohen, S. (2001). Theory of Mind and Autism: A Review. Special Issues of International Review of Mental Retardation içinde bir makale olarak yayınlanmıştır, 23,169
  • Baron-Cohen, S., Jolliffe, T., Mortimore, C. ve Robertson, M. (1997). A further advanced test of theory of mind: Evidence from very high functioning adults with autism or asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813-822
  • Bretherton, I ., McNew, S., ve Beeghly-Smith, M. (1981). Early Person Knowledge as Expressed in Gestural and Verbal Communication When do Infants Acquire a ‘Theory of Mind”.‘ In M.E. Lamb ve L.R. Sherrod (Eds), Infant social cognition, (pp. 333-373). Hillsdale, NJ Erlbaum
  • Bruner, J. (1983). Child's Talk: Learning to Use Language. Oxford: Oxford University Press.
  • Clein-Tasman, B.P., Mervis, C. B., Lord, C. ve Philips K. D. (2007). Socio-communicative Deficits in young children with Williams Syndrome: Performance on the autism diagnostic observation schedule. Child Neuropsychology, 13: 444–467
  • Delmolino, L. (2000). Teaching Perspective Taking Skills to Children with Autism. Bell& Howell Information& Learning Company, UMI no: 9973285
  • Gagliardi, C., Frigerio, E., Burt, D., Cazzaniga, I., Perrett, D., Borgatti, R. (2003). Facial expression recognition in Williams Syndrome. Neuropsychologia, 41, 733–738.
  • Girli, A. & Tekin, D. (2010). Investigating False Belief Levels of Typically Developed Children and Children with Autism. Procedia-Social and Behavioral Sciences,2, 1951-1954
  • Hodapp, R. M., Burack, J. A. ve Zigler, E. (1990). Issues in the Developmental Approach to Mental Retardation. New York: Cambridge University Press
  • Howlin, P., Hadwin, J., Baron-Cohen, S. ve Hill, K. (1996). Can we teach children with autism to understand emotions, belief, or pretence? Development of Pschopathology,8, 345-365
  • Howlin, P., Davies, M. ve Udwin, O. (1998). Cognitive functioning in adults with Williams syndrome. Journal of Child Psychology and Psychiatry, 39, 183-189
  • Howlin, P., Baron-Cohen, S. ve Hadwin, J. (1999). Teaching Children with Autism to Mind Read. Wiley: New York.
  • Karmiloff-Smith, A., Klima, E., Bellugi, U., Grant, J.,ve Baron-Cohen, S. (1995). Is there a social module? Language, face processing, and theory of mind in individuals with Williams Syndrome. Journal of Cognitive Neuroscience, 7(2), 196–208.
  • Karmiloff-Smith, A., Thomas, M., Annaz, D., vd. (2004). Exploring the Williams syndrome face-processing debate: the importance of building developmental trajectories. Journal of Child Psychology and Psychiatry, 45, 1258–1274.
  • Mervis, C.B. ve Klein-Tasman, B.P. (2000) Williams Syndrome: Cognition, personality, and adaptive behavior. Mental Retardation and Developmental Disabilities Research Reviews, 6, 148–158.
  • Moldavsky,M., Lev, D.,ve Lerman-Sagie, T. (2001). Behavioral phenotypes of genetic syndromes: A reference guide for psychiatrists. Journal of the American Academy of Child and Adolescence Psychiatry, 40, 749-760.
  • Nelson, R. ve Israel, A. C. (2003). Behavior Disorders of Childhood. New Jersey: Prentice Hall
  • Onishi, K. H. ve Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255- 258
  • Plesa Skwerer, D., Verbalis, A., Scholield, C., Faja, S., Tager-Flusberg, H. (2006). Social-perceptual abilities in adolescents and adults with Williams Syndrome. Cognitive Neuropsychology, 23, 338–49.
  • Porter, M., ve Coltheart, M. (2005). Cognitive heterogeneity in Williams Syndrome. Developmental Neuropsychology, 27(2),275–306.
  • Porter, M. A., Coltheart, M. ve Langdon, R. (2007). Theory of mind in Williams Syndrome assessed using a nonverbal task. Journal of Autism Developmental Disorder,38, 806-814
  • Pratt, C. ve Bryant,B.E. (1990). Young children understand that looking leads to knowing (so long as they are looking through a single barrel), Child Development,61, 973–982.
  • Premack, D. ve Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioural and Brain Sciences, 4, 515-526.
  • Santos, A ve Deruelle, C. (2008). Verbal peaks and visual valleys in theory mind ability in Williams Syndrome. Journal of Autism and Developmental Disorders, 39 (4), 651-659
  • Scaife, M. ve Bruner, J.S. (1975). The capacity for joint visual attention in the infant. Nature,253, 265-266
  • State, M. W., King, B. H. ve Dykens, E. (1997). Mental retardation: A review of past 10 years. Part II. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 1664-1671
  • Sullivan, K., ve Tager-Flusberg, H. (1999). Second-order belief attribution in Williams Syndrome: Intact or Impaired. American Journal on Mental Retardation, 104(6), 523–532.
  • Sullivan, K., Winner, E., ve Tager-Flusberg, H. (2003). Can adolescents with Williams Syndrome tell the difference between lies and jokes? Developmental Neuropsychology, 23, 85–103.
  • Tager-Flusberg H, Sullivan K ve Boshart J. (1997).Executive functions and performance on false belief tasks. Developmental Neuropsychology,13,487–493.
  • Tager-Flusberg, H., Boshart, J., ve Baron-Cohen, S. (1998). Reading the windows to the soul: evidence of domain specific sparing in Williams Syndrome. Journal of Cognitive Neuroscience, 10(5), 631–639.
  • Tager-Flusberg, H., ve Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams Syndrome. Cognition, 76, 59–89.
  • Tager-Flusberg, H. Plesa Skwerer, D. ve Joseph, R. M. (2006). Model Syndromes for Investigating Social Cognitive and Affective Neuroscience: A Comparison of Autism and Williams Syndrome. Oxford University Press,1, 175-182
  • Tekin, D. (2010). Düşünce baloncukları tekniğinin kullanıldığı “yanlış inanç öğretim paketi” nin asperger sendromu ve yüksek işlevli otizm tanısı almış çocukların “yanlış inanç” düzeyleri üzerindeki etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir
  • Wellman, H. M., Baron-Cohen, S., Caswell, R., Gomez, J. C., Swettenham, J., Toye, E., ve Lagattuta, K. (2002). Thought-bubbles help children with a utism a cquire an a lterna tive to a theory of mind. Autism, 6(4), 343-363
  • 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

Relationship Between Williams Syndrome and Theory of Mind

Yıl 2010, Cilt: 1 Sayı: 2, 67 - 75, 01.02.2010

Öz

In this article, the relationship between “theory of mind” and Williams Sendrome has been mentioned. It includes definition and general aspects of Williams Sendrome, research on theory of mind in which children with Williams Sendrome participated and a conclusion consists of suggesstion and limitations. “Williams Sendrome” and “ Theory of Mind” terms had been searched in Ebsco Host, Wiley Interscience, Sage Online, Springer Link, Taylor&Francis, Oxford search engines. Search had been repeated due to limited results and for the second search “Williams Sendrome” in key words and “Theory of mind”, “mind reading” and “mind blindness” terms in text was used. In this search 12 article was found. Additionally, other sources were used in order to form this article. Since the main purpose of this article is to give a general aspect, this article has no significance in historical, comperative or discriptive perspectives. Explaining the nature of the Theory of Mind and giving information about Williams Syndrome which has very few study on is aimed with this study.

Kaynakça

  • Atasoy, S. (2008). Yüksek fonksiyonlu otistik çocuklarda çeşitli bilişsel özellikler arasındaki ilişkinin incelenmesi. Doktora tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir
  • Bates, E. (1978). The Emergence of Symbols. New York: Academic Press.
  • Baron-Cohen, S. (2001). Theory of Mind and Autism: A Review. Special Issues of International Review of Mental Retardation içinde bir makale olarak yayınlanmıştır, 23,169
  • Baron-Cohen, S., Jolliffe, T., Mortimore, C. ve Robertson, M. (1997). A further advanced test of theory of mind: Evidence from very high functioning adults with autism or asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813-822
  • Bretherton, I ., McNew, S., ve Beeghly-Smith, M. (1981). Early Person Knowledge as Expressed in Gestural and Verbal Communication When do Infants Acquire a ‘Theory of Mind”.‘ In M.E. Lamb ve L.R. Sherrod (Eds), Infant social cognition, (pp. 333-373). Hillsdale, NJ Erlbaum
  • Bruner, J. (1983). Child's Talk: Learning to Use Language. Oxford: Oxford University Press.
  • Clein-Tasman, B.P., Mervis, C. B., Lord, C. ve Philips K. D. (2007). Socio-communicative Deficits in young children with Williams Syndrome: Performance on the autism diagnostic observation schedule. Child Neuropsychology, 13: 444–467
  • Delmolino, L. (2000). Teaching Perspective Taking Skills to Children with Autism. Bell& Howell Information& Learning Company, UMI no: 9973285
  • Gagliardi, C., Frigerio, E., Burt, D., Cazzaniga, I., Perrett, D., Borgatti, R. (2003). Facial expression recognition in Williams Syndrome. Neuropsychologia, 41, 733–738.
  • Girli, A. & Tekin, D. (2010). Investigating False Belief Levels of Typically Developed Children and Children with Autism. Procedia-Social and Behavioral Sciences,2, 1951-1954
  • Hodapp, R. M., Burack, J. A. ve Zigler, E. (1990). Issues in the Developmental Approach to Mental Retardation. New York: Cambridge University Press
  • Howlin, P., Hadwin, J., Baron-Cohen, S. ve Hill, K. (1996). Can we teach children with autism to understand emotions, belief, or pretence? Development of Pschopathology,8, 345-365
  • Howlin, P., Davies, M. ve Udwin, O. (1998). Cognitive functioning in adults with Williams syndrome. Journal of Child Psychology and Psychiatry, 39, 183-189
  • Howlin, P., Baron-Cohen, S. ve Hadwin, J. (1999). Teaching Children with Autism to Mind Read. Wiley: New York.
  • Karmiloff-Smith, A., Klima, E., Bellugi, U., Grant, J.,ve Baron-Cohen, S. (1995). Is there a social module? Language, face processing, and theory of mind in individuals with Williams Syndrome. Journal of Cognitive Neuroscience, 7(2), 196–208.
  • Karmiloff-Smith, A., Thomas, M., Annaz, D., vd. (2004). Exploring the Williams syndrome face-processing debate: the importance of building developmental trajectories. Journal of Child Psychology and Psychiatry, 45, 1258–1274.
  • Mervis, C.B. ve Klein-Tasman, B.P. (2000) Williams Syndrome: Cognition, personality, and adaptive behavior. Mental Retardation and Developmental Disabilities Research Reviews, 6, 148–158.
  • Moldavsky,M., Lev, D.,ve Lerman-Sagie, T. (2001). Behavioral phenotypes of genetic syndromes: A reference guide for psychiatrists. Journal of the American Academy of Child and Adolescence Psychiatry, 40, 749-760.
  • Nelson, R. ve Israel, A. C. (2003). Behavior Disorders of Childhood. New Jersey: Prentice Hall
  • Onishi, K. H. ve Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255- 258
  • Plesa Skwerer, D., Verbalis, A., Scholield, C., Faja, S., Tager-Flusberg, H. (2006). Social-perceptual abilities in adolescents and adults with Williams Syndrome. Cognitive Neuropsychology, 23, 338–49.
  • Porter, M., ve Coltheart, M. (2005). Cognitive heterogeneity in Williams Syndrome. Developmental Neuropsychology, 27(2),275–306.
  • Porter, M. A., Coltheart, M. ve Langdon, R. (2007). Theory of mind in Williams Syndrome assessed using a nonverbal task. Journal of Autism Developmental Disorder,38, 806-814
  • Pratt, C. ve Bryant,B.E. (1990). Young children understand that looking leads to knowing (so long as they are looking through a single barrel), Child Development,61, 973–982.
  • Premack, D. ve Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioural and Brain Sciences, 4, 515-526.
  • Santos, A ve Deruelle, C. (2008). Verbal peaks and visual valleys in theory mind ability in Williams Syndrome. Journal of Autism and Developmental Disorders, 39 (4), 651-659
  • Scaife, M. ve Bruner, J.S. (1975). The capacity for joint visual attention in the infant. Nature,253, 265-266
  • State, M. W., King, B. H. ve Dykens, E. (1997). Mental retardation: A review of past 10 years. Part II. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 1664-1671
  • Sullivan, K., ve Tager-Flusberg, H. (1999). Second-order belief attribution in Williams Syndrome: Intact or Impaired. American Journal on Mental Retardation, 104(6), 523–532.
  • Sullivan, K., Winner, E., ve Tager-Flusberg, H. (2003). Can adolescents with Williams Syndrome tell the difference between lies and jokes? Developmental Neuropsychology, 23, 85–103.
  • Tager-Flusberg H, Sullivan K ve Boshart J. (1997).Executive functions and performance on false belief tasks. Developmental Neuropsychology,13,487–493.
  • Tager-Flusberg, H., Boshart, J., ve Baron-Cohen, S. (1998). Reading the windows to the soul: evidence of domain specific sparing in Williams Syndrome. Journal of Cognitive Neuroscience, 10(5), 631–639.
  • Tager-Flusberg, H., ve Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams Syndrome. Cognition, 76, 59–89.
  • Tager-Flusberg, H. Plesa Skwerer, D. ve Joseph, R. M. (2006). Model Syndromes for Investigating Social Cognitive and Affective Neuroscience: A Comparison of Autism and Williams Syndrome. Oxford University Press,1, 175-182
  • Tekin, D. (2010). Düşünce baloncukları tekniğinin kullanıldığı “yanlış inanç öğretim paketi” nin asperger sendromu ve yüksek işlevli otizm tanısı almış çocukların “yanlış inanç” düzeyleri üzerindeki etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir
  • Wellman, H. M., Baron-Cohen, S., Caswell, R., Gomez, J. C., Swettenham, J., Toye, E., ve Lagattuta, K. (2002). Thought-bubbles help children with a utism a cquire an a lterna tive to a theory of mind. Autism, 6(4), 343-363
  • 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
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Deniz Tekin Bu kişi benim

Alev Girli Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2010
Gönderilme Tarihi 6 Ağustos 2014
Yayımlandığı Sayı Yıl 2010 Cilt: 1 Sayı: 2

Kaynak Göster

APA Tekin, D., & Girli, A. (2010). Williams Sendromu ve Zihin Kuramı Arasındaki İlişki. Batı Anadolu Eğitim Bilimleri Dergisi, 1(2), 67-75.