BibTex RIS Kaynak Göster

Down sendromlu bireylerin zihin kuramı gelişimi

Yıl 2011, Cilt: 12 Sayı: 01, 23 - 38, 01.02.2011
https://doi.org/10.1501/Ozlegt_0000000155

Öz

Kaynakça

  • Abbeduto, L., Short-Meyerson, K., Benson, G. & Dolish, J. (2004). Relationship between theory of mind and language ability in children and adolescents with intellectual disability. Journal of Intellectual Disability Research, 48,150–159.
  • Abbeduto, L., Pavetto, M., Kesin, E., Weissman, M. D., Karadottir, S., O’Brien, A. & Cawthon, S. (2001). The linguistic and cognitive profile of Down syndrome: Evidence from a comparison with fragile x syndrome. Down Syndrome Research and Practice, 7, 9–15.
  • Adamson, L. B., Bakeman, R., Deckner, D. F. & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39, 84–96.
  • Ascroft, A., Jervis. N. & Roberts, C. (1999). A theory of mind (TOM) and people with learning disabilities: The effects of a training package. Journal of Applied Research in Intellectual Disabilities, 12 (1), 58–68.
  • Astington, J. W. (2003). Sometimes neccesary never sufficent. False–belief understanding and social competence. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 13–38). New York: Psychology Press.
  • Astington, J. W. & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington ve J. A. Baird (Eds.), Why language matters for theory of mind (p. 3–25). New York. Oxford University Press.
  • Astington, J. & Jenkins, J. (1999). A longitudinal study of the relation between language and theory–of–mind development. Developmental Psychology, 35, 1311–1320.
  • Atasoy, S. (2008). Yüksek fonksiyonlu otistik çocuklarda çeşitli bilişsel özellikler arasındaki ilişkilerin incelenmesi. Yayımlanmamış Doktora Tezi, Ege Üniversitesi, İzmir.
  • Baldwin, D. A., & Saylor, M. (2005). Language promotes structural alignment in the acquisition of a theory of mind. J. Baird ve J. Astington (Eds.), Why language matters for theory of mind (p. 123–143). Cambridge. MA. MIT Press.
  • Bach, L., Happe, F., Fleminger, S. & Powell, J. (2000). Theory of mind: Independence of executive function and the role of the frontal cortex in acquired brain injury. Cognitive Neuropsychiatry, 5, 175–192.
  • Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. Oxford: Oxford University press. Web, http://site.ebrary.com/lib/ ankara univ/ docDetail.Actiondoc.ID =10086790& p00=children %20talk %20mind adresinden 19.01.2011’de alınmıştır.
  • Baron-Cohen, S. (1989b). The autistic child's theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30, 285–298.
  • Baron-Cohen, S. (2000). Theory of mind and autism a fifteen year rewiew. S. Baron-Cohen, H. Tager-Flusberg ve D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience. (p. 3–20). Oxford: Oxford University Press.
  • Baron-Cohen, S., Leslie, A. M. & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37–36.
  • Blijd-Hoogewys, E. M. A. & Van Geert, P. L. C. (2008). Measuring theory of mind in children. Psychometric properties of the Tom storybooks. Journal of Autism. Developmental Disorders,10, 1007–1037.
  • Bayramoğlu, M. & Hohenberger, A. (2007). The development of Theory of Mind in Turkish preschoolers. Poster presented at the 13th European Conference on Developmental Psychology, Jena, Germany, 21–25 August 2007.
  • 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).
  • Carvajal, F. & Iglesias, J. (2000). Looking behavior and smiling in Down syndrome infants. Journal of Nonverbal Behavior, 24, 225–36.
  • Carroll, L. (2007). Language development and ıts relationship to theory of mind in children with high- functioning autism. Unpublished doctor’s thesis. Queen Margaret University. http:etheses.gmu.ac.uk/100/ adresinden 17.12.2010’da alınmıştır.
  • Charman, T. & Baron-Cohen, S. (1995). Understanding models, photos, and beliefs: a test of the modularity thesis of metarepresentation. Cognitive Development, 10, 287–298.
  • Charman, T. & Campbell, L. S. (1998). Theory of mind performance in children, adolescents, and adults with a mental handicap. Cognitive Development, 13, 307–322.
  • Charman, T. & Lynggaard, H. (1998). Does a photographic cue facilitate false belief performance in subjects with autism? Journal of Autisim and Developmental Disorders, 28 (1), 33–41.
  • Coe, D. A., Matson, J. L., Russell D.W., Keith J. S., Capone G.T., Baglio C. & Stallings, S. (1999). Behavior problems of children with Down syndrome and life events. Journal of Autism and Developmental Disorders, 29, 149– 56.
  • Cohen, D. (2002). How the child’s mind develops. (First edition).USA: Pyspress.
  • Costall, A. & Leudar, I. (2004). Where is the ‘Theory’ in theory of mind?. Theory and Psychology, 14, 623–646.
  • Crane, E. & Morris, J. K. (2006). Changes in maternal age in England and Wales-implications for Down syndrome. Down Syndrome Research and Practice, 10 (1), 41–43.
  • Cuskelly, M. & Gunn, P. (2003). Sibling relationships of children with Down syndrome: Perspectives of mothers, fathers and siblings. American Journal on Mental Retardation, 108, 234–44.
  • Cuskelly, M. & Gunn, P. (2006). Adjustment of children who have a sibling with Down syndrome: perspectives of mothers, fathers and children. Journal of Intellectual Disability Research, 50, 917–25.
  • de Falco, S., Esposito, G., Venuti, P. & Bornstein, M. H. (2008). Fathers’ play with their Down syndrome children. Journal of Intellectual Disability Research, 52, 490– 502.
  • Dönmez, B. (2009). Çocuklarda zihin kuramına göre birinci aşama yanlış kanı atfı ile ikili kimlik anlayışının gelişiminin karşılaştırmalı incelemesi. Yayımlanmamış yüksek lisans tezi. Maltepe Üniversitesi, İstanbul.
  • Fidler, D. J., Most D. E. & Philofsky, A. (2008). The Down syndrome behavioural phenotype: taking a developmental approach. Down Syndrome, Research and Practice, 10, 37–44.
  • Fidler, D. J., Philofsky, A., Hepburn, S. L. & Rogers, S. J. (2005). Nonverbal requesting and problem-solving by toddlers with Down syndrome. American Journal on Mental Retardation 110, 312–22.
  • Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21–45.
  • Flavell, J. H. (2004). Theory of Mind Development: Retrospect and Prospect. Merill–Palmer Quarterly, 50 (3), 274–286.
  • Gander, M. J. & Gardiner, H. W. (2007). Çocuk ve ergen gelişimi (Çev. A. Dönmez, N. Çelen ve B. Onur) Ankara. İmge Kitapevi Yayınları. (Eserin orijinali 2004’de yayımlandı).
  • Giaouri, S., Alevriadou, A. & Tsakiriodu, E. (2010). Theory of mind abilities in children with Down syndrome and non-specific intellectual disabilites: An empirical study with some educational implications. Procedia Social and Behavioral Sciences, 2, 3883–3887.
  • Glenn, S., Dayus, B., Cunningham, C. & Horgan, M. (2001). Mastery motivation in children with Down syndrome. Down Syndrome Research and Practice, 7, 52–9.
  • Guralnick M. J., Connor, R. T. & Johnson, C. (2009a). Home-based peer social networks of young children with Down syndrome: A developmental perspective. American Journal of Intellectual and Developmental Disabilities, 114, 340–55.
  • Granti, T. (2004). The relationship between metacognitive vocablary and theory of mind. Unpublished master’s thesis, Boğaziçi Univesity, İstanbul.
  • Hatton, C., Hastings, R. P. & Vetere, A. (1999). Psychology and people with learning disabilities: A case for inclusion? The Psychologist, 12, 231–3.
  • Hippolyte, L., Barisnikov, K. & van der Linden, M. (2008a). Face processing and facial emotion recognition in adults, with Down syndrome. American Journal on Mental Retardation, 113, 292–306.
  • Hippolyte, L., Barisnikov, K., Van der Linden, M. & Detraux, J. J. (2009a). From facial emotional recognition abilities to emotional attribution: A study in Down syndrome. Research in Developmental Disabilities, 30, 1007– 22.
  • Hippolyte, L., Iglesias K. & Barisnikov, K. (2009b). A new emotional Stroop-like task: Application to the Down syndrome population. Archives of Clinical Neuropsychology, 24, 293–300.
  • Hogrefe, G.J., Wimmer, H. & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567–582.
  • Hughes, C. & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13 (4), 590–619.
  • Hughes, C., Jaffe, S. R., Happe´, F., Taylor, A., Caspi, A. & Moffitt, T. E. (2005). Origins of individual differences in theory of mind: From nature to nurture? Child Development, 76, 356-370.
  • Iarocci, G., Yager J., Rombough, A. & McLaughlin, J. (2008). The development of social competence among persons with Down syndrome: From survival to social inclusion. International Review of Research in Mental Retardation, 35 (Ed. L. Glidden), pp. 87–119. Academic Press, NewYork.
  • Jahromi, L. B., Gulsrud, A. & Kasari, C. (2008). Emotional competence in children with Down syndrome: Negativity and regulation. American Journal on Mental Retardation, 113, 32–43.
  • Jenkins, J. M. & Astington, J. W. (2000). Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill Palmer Quarterly, 46, 203–220.
  • Jervis, N. & Baker, M. (2004). Clinical and research implication of an investigation into theory of mind (ToM) task performance in children and adults with non-specific intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 49–57.
  • Karmiloff-Smith, A., Scerif, G. & Ansari, D. (2003). Double dissociations in developmental disorders: Theoretically misconceived, empirically dubious, Cortex, 39, 161–163.
  • Kasari, C., Freeman, S. F. N. & Hughes, M.A. (2001). Emotion recognition by children with Down syndrome. American Journal on Mental Retardation, 106, 59–72.
  • Kasari, C., Freeman, S. F. & Bass, W. (2003). Empathy and response to distress in children with Down syndrome. Journal of Child Psychiatry and Psychology, 44, 424–31.
  • Kasari, C., Mundy, P., Yirmiya, N. & Sigman, M. (1990). Affect and attention in children with Down syndrome. American Journal on Mental Retardation, 95, 55–67.
  • Langdon, R. (2003). Theory of mind and social sysfunction. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 241–269). New York: Psychology Press.
  • Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The Reporter, 7(3), 18–25. http://www.iidc.indiana. edu/?pageId=424 adresinden 15.01.2011’de alınmıştır.
  • Legerstee, M. & Weintraub, J. (1997). The integration of person and object attention in infants with and without Down syndrome. Infant Behavior and Development, 20, 71–82.
  • Lillard, A. S. (1998). Theories behind theories of mind. Human Development, 41, 40–44.
  • Mar, R., Tackett, J. L. & Moore, C. (2010). Exposure to media and theory of mind development in preschoolers. Cognitive Development, 25 (1), 69-78.
  • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E. & Tuckey, M. (2002). Maternal mind- mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726.
  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech Language Pathology, 15,142–54.
  • Mundy, P., Sigman, M., Kasari, C. & Yirmiya, N. (1988). Nonverbal communication skills in Down syndrome children. Child Development, 59, 235–249.
  • Özoran, D. (2009). Cognitive development of Turkish children on the relation of evidentlity and theory of mind. Unpublished master’s thesis. The Middle East Technical Univesity. Ankara.
  • Perner, J., Lang, B. & Kloo, D. (2002). Theory of mind and self-control: More than a common problem of inhibition. Child Development, 73, 752–767.
  • Perner, J., Sprung, M., Zauner, P. & Haider, H. (2003). Want that is understood well before say that, think that, and false belief: A test of de Villier’s linguistic determinism on German speaking children. Child Development, 74, 179–188.
  • Patnaik, B. (2008). Children’s theory of mind: Educational, school and instructional implications. Journal of the Indian Academy of Applied Psychology, 34 (2), 329–336. Web, http://medind.nic.in/jak /t08/ i2/ jakt08i2p329.pdf adresinden 18.11.2010’da alınmıştır.
  • Peterson, C. C. & Wellman, H. M. (2009). From fancy to reason: Scaling deaf children’s theory of mind and pretence. British Journal of Developmental Psychology, 27, 297–310.
  • Peterson, C. C., Wellman, H. M. & Liu, D. (2005). Steps in theory of mind development for children with deafness, autism or typical development. Child Development, 76, 502–517.
  • Pinter J. D., Brown, W. E., Eliez S., Schmitt, J. E., Capone G.T. & Reiss, A. L. (2001). Amygdala and hippocampal volumes in children with Down syndrome: a highresolution MRI study. Neurology, 56, 972– 4.
  • Roizen, N. J. & Patterson, D. (2003). Down's syndrome. Lancet, 361, 1281–1289. Seminar.
  • Samson, D. & Apperly, I. A. (2010). There is more to mind reading than having theroy of mind concept: New direction in theory of mind research. Infant and Child Development, 10, 678–689.
  • Saxe, R., Carey, S. & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87–124.
  • Sherman, S. L., Allen, E. G., Bean, L. H. & Freeman, S. B. (2007). Epidemiology of Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13, 221–227.
  • 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, 1–26.
  • Smith, P. K., Cowie, H. & Blades, M. (2003). Understanding child development. (Forth Edition). UK. Blackwell Publishing.
  • Spardlin, J. E. & Brady, N. (2008). A behavior analytic interpretation of theory of mind. International Journal of Psychology and Psychological Therapy, 8 (3), 335–350.
  • Symons, D. K. (2004). Mental state discourse and theory of mind: Internalization of self other understanding within a social-cognitive framework. Developmental Review, 24, 159–188.
  • Soresi, S. & Nota, L. (2000). A social skill training for persons with Down’s syndrome. European Psychologist, 5, 34–43.
  • Tager-Flusberg, H. (2003). Exploring the ralationship between theory of mind and social-communicative fuctioning in children with autism. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 197–210). New York: Psychology Press.
  • Tager-Flusberg, H. & Sullivan, K. (1994). Predicting and explaining behavior: A comparison of autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 35, 1059–1075.
  • Venuti, P., de Falco, S., Esposito, G. & Bornstein, M. H. (2009). Mother–child play: Children with Down syndrome and typical development. American Journal on Intellectual and Developmental Disabilities, 114, 274–88.
  • Wellman, H. M. (1998). Culture, variation, and levels of analysis in folk psychologies: Comment on Lillard. Psychological Bulletin, 123 (1), 33–36.
  • Wellman, H. M., Cross, D. & 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. (2000). Developing understanding of mind.. S. Baron-Cohen, H. Tager- Flusberg, ve D. Cohen (Eds.), Understanding other minds: Perspectives from Autism (p. 22-49). Oxford: Oxford University Press.
  • Wellman, H. M. & Lagattuta, K. H. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19, 479–497.
  • Wellman, H. M. & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75 (2), 523–541.
  • Williams, K. R., Wishart, J. G., Pitcairn T. K. & Willis, D. S. (2005). Emotion recognition in children with Down syndrome: Investigation of specific impairments and error patterns. American Journal on Mental Retardation 110, 378–92.
  • Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–28.
  • Wishart, J. G. & Pitcairn T. K. (2000). Recognition of identity and expression in faces by children with Down syndrome. American Journal on Mental Retardation, 105, 466–79.
  • Wishart, J. G., Cebula K. R., Willis, D. S. & Pitcairn, T. K. (2007a). Understanding facial expressions of emotion in children with intellectual disabilities of differing aetiology. Journal of Intellectual Disability Research, 51, 551–63.
  • Wright, I., Lewis, V. & Collis, G. (2006). Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology 24, 429–50.
  • Yang, J., Zhou, S., Yao, S., Su, L. & McWhinnie, C. (2009) The relationship between theory of mind and executive function in a sample of children from mainland China. Child Psychiatry Human Development, 40 (2), 169-82.
  • Yağmurlu, B., Sanson, A. & Köymen, S. B. (2005) Ebeveyn ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü. Türk Psikoloji Dergisi, 20 (55), 1-20.
  • Yirmiya, N., Solomonica-Levi, D., Shulman, C. & Pilowsky, T. (1996). Theory of mind abilities in induvidual with autism, Down syndrome, and mental retardation of unknown etiology: The role of age and intelligence. Journal of Child Psychology and Psychiatry, 37 (8),1003–1014.
  • Yirmiya, N., Erel, O., Shaked, M. & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124 (3), 283–307.
  • Yirmiya, N., Solomonica-Levi, D. & Shulman, C. (1996). The ability to manupulation of beliefs: A comparison of individuals with autism, mental retardation and normal development. Developmantal Psychology, 32 (1), 62–69.
  • Zelazo, D. P., Burack, J. A., Benedetto, E. & Frye, D. (1996). Theory of mind and rule use in individulas with Down syndrome: A test the uniques and specifity claims. Journal of Child Psychology and Psychiatry, 37(4), 479–484.

Down Sendromlu Bireylerin Zihin Kuramı Gelişimi

Yıl 2011, Cilt: 12 Sayı: 01, 23 - 38, 01.02.2011
https://doi.org/10.1501/Ozlegt_0000000155

Öz

Down sendromlu bireyler sosyal etkileşimde kendisinin ve başkasının istek, inanış, duygu gibi zihinsel durumlarını anlamada, kişilerle etkileşim sırasında mevcut duruma uygun olan davranışa karar vermede güçlüklerle karşılaşmaktadırlar. Dolayısıyla Down sendromlu bireylerin zihin kuramı yeterlikleri onların günlük yaşama uyumunu etkilemektedir. Zihin kuramındaki yetersizlikler ise bireylerin günlük yaşamda akran etkileşimi, benlik algısı gibi alanlarda yetersizliklere yol açabilmektedir. Bu çalışmada Down sendromlu bireylerin sosyal yeterliklerini, akademik başarılarını etkileyen zihin kuramı becerilerinin gelişimine yönelik araştırmalar incelenmiş ve araştırma sonuçlarının Down sendromlu bireylerin zihin kuramı becerilerinde yetersizlikleri olduğunu gösterdiği belirlenmiştir. Down sendromlu bireylerin zihin kuramı becerilerinin değerlendirilmesine yönelik görevlerde ise başarı düzeylerinin farklılaştığı görülmüştür. Araştırmacılar Down sendromlu bireylerin zihin kuramı gelişimini bireylerin takvim yaşları, zeka yaşları gibi bireysel özellikleri yanı sıra, çevresel faktörlerin de etkilediğini belirtmektedirler. İnceleme sonuçları, zihin engellilerin eğitimleri bağlamında tartışılmıştır

Kaynakça

  • Abbeduto, L., Short-Meyerson, K., Benson, G. & Dolish, J. (2004). Relationship between theory of mind and language ability in children and adolescents with intellectual disability. Journal of Intellectual Disability Research, 48,150–159.
  • Abbeduto, L., Pavetto, M., Kesin, E., Weissman, M. D., Karadottir, S., O’Brien, A. & Cawthon, S. (2001). The linguistic and cognitive profile of Down syndrome: Evidence from a comparison with fragile x syndrome. Down Syndrome Research and Practice, 7, 9–15.
  • Adamson, L. B., Bakeman, R., Deckner, D. F. & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39, 84–96.
  • Ascroft, A., Jervis. N. & Roberts, C. (1999). A theory of mind (TOM) and people with learning disabilities: The effects of a training package. Journal of Applied Research in Intellectual Disabilities, 12 (1), 58–68.
  • Astington, J. W. (2003). Sometimes neccesary never sufficent. False–belief understanding and social competence. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 13–38). New York: Psychology Press.
  • Astington, J. W. & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington ve J. A. Baird (Eds.), Why language matters for theory of mind (p. 3–25). New York. Oxford University Press.
  • Astington, J. & Jenkins, J. (1999). A longitudinal study of the relation between language and theory–of–mind development. Developmental Psychology, 35, 1311–1320.
  • Atasoy, S. (2008). Yüksek fonksiyonlu otistik çocuklarda çeşitli bilişsel özellikler arasındaki ilişkilerin incelenmesi. Yayımlanmamış Doktora Tezi, Ege Üniversitesi, İzmir.
  • Baldwin, D. A., & Saylor, M. (2005). Language promotes structural alignment in the acquisition of a theory of mind. J. Baird ve J. Astington (Eds.), Why language matters for theory of mind (p. 123–143). Cambridge. MA. MIT Press.
  • Bach, L., Happe, F., Fleminger, S. & Powell, J. (2000). Theory of mind: Independence of executive function and the role of the frontal cortex in acquired brain injury. Cognitive Neuropsychiatry, 5, 175–192.
  • Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. Oxford: Oxford University press. Web, http://site.ebrary.com/lib/ ankara univ/ docDetail.Actiondoc.ID =10086790& p00=children %20talk %20mind adresinden 19.01.2011’de alınmıştır.
  • Baron-Cohen, S. (1989b). The autistic child's theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30, 285–298.
  • Baron-Cohen, S. (2000). Theory of mind and autism a fifteen year rewiew. S. Baron-Cohen, H. Tager-Flusberg ve D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience. (p. 3–20). Oxford: Oxford University Press.
  • Baron-Cohen, S., Leslie, A. M. & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37–36.
  • Blijd-Hoogewys, E. M. A. & Van Geert, P. L. C. (2008). Measuring theory of mind in children. Psychometric properties of the Tom storybooks. Journal of Autism. Developmental Disorders,10, 1007–1037.
  • Bayramoğlu, M. & Hohenberger, A. (2007). The development of Theory of Mind in Turkish preschoolers. Poster presented at the 13th European Conference on Developmental Psychology, Jena, Germany, 21–25 August 2007.
  • 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).
  • Carvajal, F. & Iglesias, J. (2000). Looking behavior and smiling in Down syndrome infants. Journal of Nonverbal Behavior, 24, 225–36.
  • Carroll, L. (2007). Language development and ıts relationship to theory of mind in children with high- functioning autism. Unpublished doctor’s thesis. Queen Margaret University. http:etheses.gmu.ac.uk/100/ adresinden 17.12.2010’da alınmıştır.
  • Charman, T. & Baron-Cohen, S. (1995). Understanding models, photos, and beliefs: a test of the modularity thesis of metarepresentation. Cognitive Development, 10, 287–298.
  • Charman, T. & Campbell, L. S. (1998). Theory of mind performance in children, adolescents, and adults with a mental handicap. Cognitive Development, 13, 307–322.
  • Charman, T. & Lynggaard, H. (1998). Does a photographic cue facilitate false belief performance in subjects with autism? Journal of Autisim and Developmental Disorders, 28 (1), 33–41.
  • Coe, D. A., Matson, J. L., Russell D.W., Keith J. S., Capone G.T., Baglio C. & Stallings, S. (1999). Behavior problems of children with Down syndrome and life events. Journal of Autism and Developmental Disorders, 29, 149– 56.
  • Cohen, D. (2002). How the child’s mind develops. (First edition).USA: Pyspress.
  • Costall, A. & Leudar, I. (2004). Where is the ‘Theory’ in theory of mind?. Theory and Psychology, 14, 623–646.
  • Crane, E. & Morris, J. K. (2006). Changes in maternal age in England and Wales-implications for Down syndrome. Down Syndrome Research and Practice, 10 (1), 41–43.
  • Cuskelly, M. & Gunn, P. (2003). Sibling relationships of children with Down syndrome: Perspectives of mothers, fathers and siblings. American Journal on Mental Retardation, 108, 234–44.
  • Cuskelly, M. & Gunn, P. (2006). Adjustment of children who have a sibling with Down syndrome: perspectives of mothers, fathers and children. Journal of Intellectual Disability Research, 50, 917–25.
  • de Falco, S., Esposito, G., Venuti, P. & Bornstein, M. H. (2008). Fathers’ play with their Down syndrome children. Journal of Intellectual Disability Research, 52, 490– 502.
  • Dönmez, B. (2009). Çocuklarda zihin kuramına göre birinci aşama yanlış kanı atfı ile ikili kimlik anlayışının gelişiminin karşılaştırmalı incelemesi. Yayımlanmamış yüksek lisans tezi. Maltepe Üniversitesi, İstanbul.
  • Fidler, D. J., Most D. E. & Philofsky, A. (2008). The Down syndrome behavioural phenotype: taking a developmental approach. Down Syndrome, Research and Practice, 10, 37–44.
  • Fidler, D. J., Philofsky, A., Hepburn, S. L. & Rogers, S. J. (2005). Nonverbal requesting and problem-solving by toddlers with Down syndrome. American Journal on Mental Retardation 110, 312–22.
  • Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21–45.
  • Flavell, J. H. (2004). Theory of Mind Development: Retrospect and Prospect. Merill–Palmer Quarterly, 50 (3), 274–286.
  • Gander, M. J. & Gardiner, H. W. (2007). Çocuk ve ergen gelişimi (Çev. A. Dönmez, N. Çelen ve B. Onur) Ankara. İmge Kitapevi Yayınları. (Eserin orijinali 2004’de yayımlandı).
  • Giaouri, S., Alevriadou, A. & Tsakiriodu, E. (2010). Theory of mind abilities in children with Down syndrome and non-specific intellectual disabilites: An empirical study with some educational implications. Procedia Social and Behavioral Sciences, 2, 3883–3887.
  • Glenn, S., Dayus, B., Cunningham, C. & Horgan, M. (2001). Mastery motivation in children with Down syndrome. Down Syndrome Research and Practice, 7, 52–9.
  • Guralnick M. J., Connor, R. T. & Johnson, C. (2009a). Home-based peer social networks of young children with Down syndrome: A developmental perspective. American Journal of Intellectual and Developmental Disabilities, 114, 340–55.
  • Granti, T. (2004). The relationship between metacognitive vocablary and theory of mind. Unpublished master’s thesis, Boğaziçi Univesity, İstanbul.
  • Hatton, C., Hastings, R. P. & Vetere, A. (1999). Psychology and people with learning disabilities: A case for inclusion? The Psychologist, 12, 231–3.
  • Hippolyte, L., Barisnikov, K. & van der Linden, M. (2008a). Face processing and facial emotion recognition in adults, with Down syndrome. American Journal on Mental Retardation, 113, 292–306.
  • Hippolyte, L., Barisnikov, K., Van der Linden, M. & Detraux, J. J. (2009a). From facial emotional recognition abilities to emotional attribution: A study in Down syndrome. Research in Developmental Disabilities, 30, 1007– 22.
  • Hippolyte, L., Iglesias K. & Barisnikov, K. (2009b). A new emotional Stroop-like task: Application to the Down syndrome population. Archives of Clinical Neuropsychology, 24, 293–300.
  • Hogrefe, G.J., Wimmer, H. & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567–582.
  • Hughes, C. & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13 (4), 590–619.
  • Hughes, C., Jaffe, S. R., Happe´, F., Taylor, A., Caspi, A. & Moffitt, T. E. (2005). Origins of individual differences in theory of mind: From nature to nurture? Child Development, 76, 356-370.
  • Iarocci, G., Yager J., Rombough, A. & McLaughlin, J. (2008). The development of social competence among persons with Down syndrome: From survival to social inclusion. International Review of Research in Mental Retardation, 35 (Ed. L. Glidden), pp. 87–119. Academic Press, NewYork.
  • Jahromi, L. B., Gulsrud, A. & Kasari, C. (2008). Emotional competence in children with Down syndrome: Negativity and regulation. American Journal on Mental Retardation, 113, 32–43.
  • Jenkins, J. M. & Astington, J. W. (2000). Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill Palmer Quarterly, 46, 203–220.
  • Jervis, N. & Baker, M. (2004). Clinical and research implication of an investigation into theory of mind (ToM) task performance in children and adults with non-specific intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17, 49–57.
  • Karmiloff-Smith, A., Scerif, G. & Ansari, D. (2003). Double dissociations in developmental disorders: Theoretically misconceived, empirically dubious, Cortex, 39, 161–163.
  • Kasari, C., Freeman, S. F. N. & Hughes, M.A. (2001). Emotion recognition by children with Down syndrome. American Journal on Mental Retardation, 106, 59–72.
  • Kasari, C., Freeman, S. F. & Bass, W. (2003). Empathy and response to distress in children with Down syndrome. Journal of Child Psychiatry and Psychology, 44, 424–31.
  • Kasari, C., Mundy, P., Yirmiya, N. & Sigman, M. (1990). Affect and attention in children with Down syndrome. American Journal on Mental Retardation, 95, 55–67.
  • Langdon, R. (2003). Theory of mind and social sysfunction. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 241–269). New York: Psychology Press.
  • Lantz, J. (2002). Theory of mind in autism: Development, implications, and interventions. The Reporter, 7(3), 18–25. http://www.iidc.indiana. edu/?pageId=424 adresinden 15.01.2011’de alınmıştır.
  • Legerstee, M. & Weintraub, J. (1997). The integration of person and object attention in infants with and without Down syndrome. Infant Behavior and Development, 20, 71–82.
  • Lillard, A. S. (1998). Theories behind theories of mind. Human Development, 41, 40–44.
  • Mar, R., Tackett, J. L. & Moore, C. (2010). Exposure to media and theory of mind development in preschoolers. Cognitive Development, 25 (1), 69-78.
  • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E. & Tuckey, M. (2002). Maternal mind- mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726.
  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech Language Pathology, 15,142–54.
  • Mundy, P., Sigman, M., Kasari, C. & Yirmiya, N. (1988). Nonverbal communication skills in Down syndrome children. Child Development, 59, 235–249.
  • Özoran, D. (2009). Cognitive development of Turkish children on the relation of evidentlity and theory of mind. Unpublished master’s thesis. The Middle East Technical Univesity. Ankara.
  • Perner, J., Lang, B. & Kloo, D. (2002). Theory of mind and self-control: More than a common problem of inhibition. Child Development, 73, 752–767.
  • Perner, J., Sprung, M., Zauner, P. & Haider, H. (2003). Want that is understood well before say that, think that, and false belief: A test of de Villier’s linguistic determinism on German speaking children. Child Development, 74, 179–188.
  • Patnaik, B. (2008). Children’s theory of mind: Educational, school and instructional implications. Journal of the Indian Academy of Applied Psychology, 34 (2), 329–336. Web, http://medind.nic.in/jak /t08/ i2/ jakt08i2p329.pdf adresinden 18.11.2010’da alınmıştır.
  • Peterson, C. C. & Wellman, H. M. (2009). From fancy to reason: Scaling deaf children’s theory of mind and pretence. British Journal of Developmental Psychology, 27, 297–310.
  • Peterson, C. C., Wellman, H. M. & Liu, D. (2005). Steps in theory of mind development for children with deafness, autism or typical development. Child Development, 76, 502–517.
  • Pinter J. D., Brown, W. E., Eliez S., Schmitt, J. E., Capone G.T. & Reiss, A. L. (2001). Amygdala and hippocampal volumes in children with Down syndrome: a highresolution MRI study. Neurology, 56, 972– 4.
  • Roizen, N. J. & Patterson, D. (2003). Down's syndrome. Lancet, 361, 1281–1289. Seminar.
  • Samson, D. & Apperly, I. A. (2010). There is more to mind reading than having theroy of mind concept: New direction in theory of mind research. Infant and Child Development, 10, 678–689.
  • Saxe, R., Carey, S. & Kanwisher, N. (2004). Understanding other minds: Linking developmental psychology and functional neuroimaging. Annual Review of Psychology, 55, 87–124.
  • Sherman, S. L., Allen, E. G., Bean, L. H. & Freeman, S. B. (2007). Epidemiology of Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13, 221–227.
  • 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, 1–26.
  • Smith, P. K., Cowie, H. & Blades, M. (2003). Understanding child development. (Forth Edition). UK. Blackwell Publishing.
  • Spardlin, J. E. & Brady, N. (2008). A behavior analytic interpretation of theory of mind. International Journal of Psychology and Psychological Therapy, 8 (3), 335–350.
  • Symons, D. K. (2004). Mental state discourse and theory of mind: Internalization of self other understanding within a social-cognitive framework. Developmental Review, 24, 159–188.
  • Soresi, S. & Nota, L. (2000). A social skill training for persons with Down’s syndrome. European Psychologist, 5, 34–43.
  • Tager-Flusberg, H. (2003). Exploring the ralationship between theory of mind and social-communicative fuctioning in children with autism. B. Repacholi, V. Slaughter (Eds), Individual Diffrences in Theory of Mind, (p. 197–210). New York: Psychology Press.
  • Tager-Flusberg, H. & Sullivan, K. (1994). Predicting and explaining behavior: A comparison of autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 35, 1059–1075.
  • Venuti, P., de Falco, S., Esposito, G. & Bornstein, M. H. (2009). Mother–child play: Children with Down syndrome and typical development. American Journal on Intellectual and Developmental Disabilities, 114, 274–88.
  • Wellman, H. M. (1998). Culture, variation, and levels of analysis in folk psychologies: Comment on Lillard. Psychological Bulletin, 123 (1), 33–36.
  • Wellman, H. M., Cross, D. & 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. (2000). Developing understanding of mind.. S. Baron-Cohen, H. Tager- Flusberg, ve D. Cohen (Eds.), Understanding other minds: Perspectives from Autism (p. 22-49). Oxford: Oxford University Press.
  • Wellman, H. M. & Lagattuta, K. H. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19, 479–497.
  • Wellman, H. M. & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75 (2), 523–541.
  • Williams, K. R., Wishart, J. G., Pitcairn T. K. & Willis, D. S. (2005). Emotion recognition in children with Down syndrome: Investigation of specific impairments and error patterns. American Journal on Mental Retardation 110, 378–92.
  • Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–28.
  • Wishart, J. G. & Pitcairn T. K. (2000). Recognition of identity and expression in faces by children with Down syndrome. American Journal on Mental Retardation, 105, 466–79.
  • Wishart, J. G., Cebula K. R., Willis, D. S. & Pitcairn, T. K. (2007a). Understanding facial expressions of emotion in children with intellectual disabilities of differing aetiology. Journal of Intellectual Disability Research, 51, 551–63.
  • Wright, I., Lewis, V. & Collis, G. (2006). Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology 24, 429–50.
  • Yang, J., Zhou, S., Yao, S., Su, L. & McWhinnie, C. (2009) The relationship between theory of mind and executive function in a sample of children from mainland China. Child Psychiatry Human Development, 40 (2), 169-82.
  • Yağmurlu, B., Sanson, A. & Köymen, S. B. (2005) Ebeveyn ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü. Türk Psikoloji Dergisi, 20 (55), 1-20.
  • Yirmiya, N., Solomonica-Levi, D., Shulman, C. & Pilowsky, T. (1996). Theory of mind abilities in induvidual with autism, Down syndrome, and mental retardation of unknown etiology: The role of age and intelligence. Journal of Child Psychology and Psychiatry, 37 (8),1003–1014.
  • Yirmiya, N., Erel, O., Shaked, M. & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124 (3), 283–307.
  • Yirmiya, N., Solomonica-Levi, D. & Shulman, C. (1996). The ability to manupulation of beliefs: A comparison of individuals with autism, mental retardation and normal development. Developmantal Psychology, 32 (1), 62–69.
  • Zelazo, D. P., Burack, J. A., Benedetto, E. & Frye, D. (1996). Theory of mind and rule use in individulas with Down syndrome: A test the uniques and specifity claims. Journal of Child Psychology and Psychiatry, 37(4), 479–484.
Toplam 97 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Raziye Erdem Bu kişi benim

Pınar Ege Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 12 Sayı: 01

Kaynak Göster

APA Erdem, R., & Ege, P. (2011). Down Sendromlu Bireylerin Zihin Kuramı Gelişimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(01), 23-38. https://doi.org/10.1501/Ozlegt_0000000155




The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

download 13337  download         download