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Zihin kuramı ve dil arasındaki ilişki: bir derleme

Yıl 2014, Cilt: 15 Sayı: 02, 81 - 94, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000200

Öz

Kaynakça

  • Abbeduto, L., & Rosenberg, S. (1985). Children’s knowledge of the presuppositions of know and other cognitive verbs. Journal of Child Language, 12, 621–641.
  • Aksu-Koç, A. (1988). The acquisition of aspect and modality: The case of past reference in Turkish. Cambridge: Cambridge University Press.
  • Aksu-Koç, A. (2009). Evidentials: An interface between linguistic and conceptual development. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & Ş. Özçalışkan (Eds.) Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan Isaac Slobin (pp.531-541). New York, London: Psychology Press, Taylor & Francis Group.
  • Aksu-Koç, A. (2010). The Course of Normal language development in Turkish. In S. Topbaş & M. Yavaş (Eds), Communication Disorders In Turkish (pp. 65-104). UK: Multilingual Matters.
  • Aksu-Koç, A., Aydın, Ç., Avcı, G., Sefer, N., & Yaşa, Y. (2005, July). The relation between mental verbs and theory of mind performance: Evidence from Turkish children; Paper presented at International Association for the Study of Child Language [IASCL]; Berlin.
  • Apperly, I. A., Samson, D., Carroll, N., Hussain, S., & Humphreys, G. (2006). Intact first- and second-order false belief reasoning in a patient with severely impaired grammar, Social Neuroscience, 1, 334-348.
  • Astington, J. W., & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 3 – 25). New York: Oxford University Press.
  • Astington, J. & Jenkins, J. (1999). A longitudinal study of the relationship between language and theory of mind development. Developmental Psychology, 35, 1311- 1320.
  • Baron-Cohen, S. (1995). Mindblindness: an essay on autism and theory of mind. Cambridge, MA: MIT Press,
  • Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. NewYork: Oxford University Press.
  • Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921.
  • Call, J., & Tomasello, M. (1999). A nonverbal false belief task: the performance of children and great apes. Child Development, 70, 381-395.
  • Carlson, S., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72, 1032–1053.
  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
  • Cutting, A.L., & Dunn, J. (2006). Conversations with siblings and with friends: Links between relationship quality and social understanding. British Journal of Developmental Psychology, 24, 73-87.
  • de Villiers, J. (2000). Language and ToM: What are the developmental relationships. In: S. Baron-Cohen, H. Tager-Flusberg and D. Cohen, Editors, Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.), Oxford University Press, Oxford, 83–123.
  • Dennett, D. C. (1978). Beliefs about beliefs. The Behavioral and Brain Sciences, 1, 568-570.
  • Dunn, J. & Brophy, M. (2005). Communication, relationships, and individual differences in children’s understanding of mind. In J.W. Astington & J.A. Baird (Eds.). Why language matters for theory of mind (pp. 50-69). Oxford: University Press.
  • Farrar, M. J., & Maag, L. (2002). Early language development and the emergence of a theory of mind. First language, 22, 197-213.
  • Gopnik, A. (1990). Developing the idea of intentionality: Children’s theories of mind. Canadian Journal of Philosophy, 20, 89-114.
  • Gopnik, A., & Wellman, H. M. (1992). Why child’s theory of mind really is a theory. Mind & Language, 7, 145- 171.
  • Granti, T. (2004). The relationship between metacognitive vocabulary and theory of mind development, Unpublished master of arts dissertation, Boğaziçi University Master of Arts in Psychology, Istanbul.
  • Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: a training study. Developmental Science, 6, 346-359.
  • Hughes C. (1998). Finding your marbles: does preschoolers' strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
  • Keçeli-Kaysılı, B. (2013). Zihin kuramı: Otizm spektrum bozukluğu olan ve normal gelişen çocukların performanslarının karşılaştırılması, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(1), 83-106.
  • Keçeli-Kaysılı, B., & Acarlar, F. (2011). Zihin kuramının 3-5 yaşları arasındaki çocuklarda gelişiminin yanlış inanç performansına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory & Practice, 11(4), 1809-1826.
  • Lee, K., Olson, D., & Torrence, N. (1999). Chinese children’s understanding of false beliefs: the role of language. Journal of Child Language, 26, 1-21.
  • Lewis, C., & Osborne, A. (1990). Three-year-olds' problems with false belief: Conceptual deficit or linguistic artifact? Child Development, 61, 1514-1519.
  • Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false-belief understanding: A training study. Child Development, 74, 1130 – 1144.
  • Malle, B. F. (2002). The relation between language and theory of mind in development and evolution. In T. Givon, & B. F. Malle (Eds), The evolution of language out of pre-language, (pp. 265-284). Amsterdam: Benjamins.
  • Miller, C. A. (2001). False-belief understanding in children with specific language impairment. Journal of Communication Disorders, 34, 73 – 86.
  • Miller, C. A. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language & Communication Disorders, 39, 191-213.
  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142-154.
  • Milligan, K., Astington, J., Dack, L. (2007). Language and Theory of Mind: Meta- Analysis of the Relation Between Language Ability and False-Belief Understanding, Child Development, 78, 622-646.
  • Moore, C., Bryant, D., & Furrow, D. (1989). Mental terms and the development of certainty. Child Development, 60, 167–171.
  • Premach, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral and Brain Sciences, 4, 515-526.
  • Scholl, B. J., & Leslie, A.M. (2001). Minds, modules, and meta-analysis. Child Development, 72, 696-701.
  • Shatz, M. Diesendruck, G. Martinez-Beck, I., & Akar, D. (2003). The influence of language and socioeconomic status on children’s understanding of false belief. Developmental Psychology, 39, 717-729.
  • Siegal, M., & Beattie, K. (1991). Where to look first for children’s knowledge of false beliefs. Cognition, 38, 1- 12.
  • Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23, 117-141.
  • Tager-Flusberg, H., & Joseph, R. M. (2005). How language facilitates the acquisition of false-belief understanding in children with autism. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 298 – 318). New York: Oxford University Press.
  • Vinden, P. G. (1996). Junin Quechua children’s understanding of mind. Child Development, 67, 1707-1716.
  • Wellman, H., Cross, D., and Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
  • Wellman, H. M., & Lagattuta, K. H. (2000). Developing understandings of mind. In S. Baron-Cohen, H. Tager- Flusberg, & D. J. Cohen (Eds.), Understanding other minds: perspectives from autism (Second edition). New York: Oxford University Press.
  • Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.
  • Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
  • Yağmurlu, B., Kazak-Berument, S., & Çelimli, Ş. (2005). The role of institution and home contexts in theory of mind development. Applied Developmental Psychology, 26, 521-537.
  • Zelazo, P. D., & Jacques, S (1996). Children’s rule use: Representation, reflection, and cognitive control. In R. Vasta (Ed.), Annals of Child Development (Vol. 12, pp. 119-176). London: Jessica Kingsley.

Zihin Kuramı ve Dil Arasındaki İlişki: Bir Derleme

Yıl 2014, Cilt: 15 Sayı: 02, 81 - 94, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000200

Öz

Diğerlerinin duygularını, düşüncelerini ve isteklerini anlama yani zihin kuramı başarılı bir iletişim için gereklidir. Bu derleme çalışmasında normal gelişen çocuklarda zihin kuramı ve dil ilişkisi ele alınmıştır. Zihin kuramı kazanımını açıklayan teorilerden biri sözdizimi ve zihinsel durum ifade eden eylemlerin, yanlış inancın temsiline olanak sağladığını belirterek bu ilişkiyi incelemektedir. Bu varsayım dil ile zihin kuramı arasındaki ilişkinin doğasını tanımladığı için önemli görülmektedir. Alanyazından derlenen bu çalışmanın çocukların iletişim ve dil gelişimlerini desteklemede, öğretmenlere yol göstereceği düşünülmektedir

Kaynakça

  • Abbeduto, L., & Rosenberg, S. (1985). Children’s knowledge of the presuppositions of know and other cognitive verbs. Journal of Child Language, 12, 621–641.
  • Aksu-Koç, A. (1988). The acquisition of aspect and modality: The case of past reference in Turkish. Cambridge: Cambridge University Press.
  • Aksu-Koç, A. (2009). Evidentials: An interface between linguistic and conceptual development. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & Ş. Özçalışkan (Eds.) Crosslinguistic Approaches to the Psychology of Language: Research in the Tradition of Dan Isaac Slobin (pp.531-541). New York, London: Psychology Press, Taylor & Francis Group.
  • Aksu-Koç, A. (2010). The Course of Normal language development in Turkish. In S. Topbaş & M. Yavaş (Eds), Communication Disorders In Turkish (pp. 65-104). UK: Multilingual Matters.
  • Aksu-Koç, A., Aydın, Ç., Avcı, G., Sefer, N., & Yaşa, Y. (2005, July). The relation between mental verbs and theory of mind performance: Evidence from Turkish children; Paper presented at International Association for the Study of Child Language [IASCL]; Berlin.
  • Apperly, I. A., Samson, D., Carroll, N., Hussain, S., & Humphreys, G. (2006). Intact first- and second-order false belief reasoning in a patient with severely impaired grammar, Social Neuroscience, 1, 334-348.
  • Astington, J. W., & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 3 – 25). New York: Oxford University Press.
  • Astington, J. & Jenkins, J. (1999). A longitudinal study of the relationship between language and theory of mind development. Developmental Psychology, 35, 1311- 1320.
  • Baron-Cohen, S. (1995). Mindblindness: an essay on autism and theory of mind. Cambridge, MA: MIT Press,
  • Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. NewYork: Oxford University Press.
  • Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921.
  • Call, J., & Tomasello, M. (1999). A nonverbal false belief task: the performance of children and great apes. Child Development, 70, 381-395.
  • Carlson, S., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72, 1032–1053.
  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
  • Cutting, A.L., & Dunn, J. (2006). Conversations with siblings and with friends: Links between relationship quality and social understanding. British Journal of Developmental Psychology, 24, 73-87.
  • de Villiers, J. (2000). Language and ToM: What are the developmental relationships. In: S. Baron-Cohen, H. Tager-Flusberg and D. Cohen, Editors, Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.), Oxford University Press, Oxford, 83–123.
  • Dennett, D. C. (1978). Beliefs about beliefs. The Behavioral and Brain Sciences, 1, 568-570.
  • Dunn, J. & Brophy, M. (2005). Communication, relationships, and individual differences in children’s understanding of mind. In J.W. Astington & J.A. Baird (Eds.). Why language matters for theory of mind (pp. 50-69). Oxford: University Press.
  • Farrar, M. J., & Maag, L. (2002). Early language development and the emergence of a theory of mind. First language, 22, 197-213.
  • Gopnik, A. (1990). Developing the idea of intentionality: Children’s theories of mind. Canadian Journal of Philosophy, 20, 89-114.
  • Gopnik, A., & Wellman, H. M. (1992). Why child’s theory of mind really is a theory. Mind & Language, 7, 145- 171.
  • Granti, T. (2004). The relationship between metacognitive vocabulary and theory of mind development, Unpublished master of arts dissertation, Boğaziçi University Master of Arts in Psychology, Istanbul.
  • Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: a training study. Developmental Science, 6, 346-359.
  • Hughes C. (1998). Finding your marbles: does preschoolers' strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326-1339.
  • Keçeli-Kaysılı, B. (2013). Zihin kuramı: Otizm spektrum bozukluğu olan ve normal gelişen çocukların performanslarının karşılaştırılması, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(1), 83-106.
  • Keçeli-Kaysılı, B., & Acarlar, F. (2011). Zihin kuramının 3-5 yaşları arasındaki çocuklarda gelişiminin yanlış inanç performansına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri. Educational Sciences: Theory & Practice, 11(4), 1809-1826.
  • Lee, K., Olson, D., & Torrence, N. (1999). Chinese children’s understanding of false beliefs: the role of language. Journal of Child Language, 26, 1-21.
  • Lewis, C., & Osborne, A. (1990). Three-year-olds' problems with false belief: Conceptual deficit or linguistic artifact? Child Development, 61, 1514-1519.
  • Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false-belief understanding: A training study. Child Development, 74, 1130 – 1144.
  • Malle, B. F. (2002). The relation between language and theory of mind in development and evolution. In T. Givon, & B. F. Malle (Eds), The evolution of language out of pre-language, (pp. 265-284). Amsterdam: Benjamins.
  • Miller, C. A. (2001). False-belief understanding in children with specific language impairment. Journal of Communication Disorders, 34, 73 – 86.
  • Miller, C. A. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language & Communication Disorders, 39, 191-213.
  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142-154.
  • Milligan, K., Astington, J., Dack, L. (2007). Language and Theory of Mind: Meta- Analysis of the Relation Between Language Ability and False-Belief Understanding, Child Development, 78, 622-646.
  • Moore, C., Bryant, D., & Furrow, D. (1989). Mental terms and the development of certainty. Child Development, 60, 167–171.
  • Premach, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral and Brain Sciences, 4, 515-526.
  • Scholl, B. J., & Leslie, A.M. (2001). Minds, modules, and meta-analysis. Child Development, 72, 696-701.
  • Shatz, M. Diesendruck, G. Martinez-Beck, I., & Akar, D. (2003). The influence of language and socioeconomic status on children’s understanding of false belief. Developmental Psychology, 39, 717-729.
  • Siegal, M., & Beattie, K. (1991). Where to look first for children’s knowledge of false beliefs. Cognition, 38, 1- 12.
  • Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23, 117-141.
  • Tager-Flusberg, H., & Joseph, R. M. (2005). How language facilitates the acquisition of false-belief understanding in children with autism. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 298 – 318). New York: Oxford University Press.
  • Vinden, P. G. (1996). Junin Quechua children’s understanding of mind. Child Development, 67, 1707-1716.
  • Wellman, H., Cross, D., and Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
  • Wellman, H. M., & Lagattuta, K. H. (2000). Developing understandings of mind. In S. Baron-Cohen, H. Tager- Flusberg, & D. J. Cohen (Eds.), Understanding other minds: perspectives from autism (Second edition). New York: Oxford University Press.
  • Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.
  • Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.
  • Yağmurlu, B., Kazak-Berument, S., & Çelimli, Ş. (2005). The role of institution and home contexts in theory of mind development. Applied Developmental Psychology, 26, 521-537.
  • Zelazo, P. D., & Jacques, S (1996). Children’s rule use: Representation, reflection, and cognitive control. In R. Vasta (Ed.), Annals of Child Development (Vol. 12, pp. 119-176). London: Jessica Kingsley.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Bahar Keçeli Kaysılı Bu kişi benim

Yayımlanma Tarihi 1 Mart 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 02

Kaynak Göster

APA Keçeli Kaysılı, B. (2014). Zihin Kuramı ve Dil Arasındaki İlişki: Bir Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 81-94. https://doi.org/10.1501/Ozlegt_0000000200




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