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Year 2014, Volume: 3 Issue: 2, 66 - 75, 31.12.2014

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References

  • Astington, J.W., & Jenkins, J.M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9(2-3), 151-165.
  • Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: MIT Press.
  • Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174-183.
  • Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985) Does the autistic child have a “theory of mind?” Cognition, 21(1), 37-46.
  • Begeer, S., Koot, H. M., Rieffe, C., Terwogt, M. M., & Stegge, H. (2008). Emotional competence in children with autism: Diagnostic criteria and empirical evidence. Developmental Review, 28(3), 342-369.
  • Berns, A., & Assouline, S. (2012). Theory of mind and IQ in high ability youth with an ASD. Retrieved from http://www.healthcare.uiowa.edu on June, 26, 2012.
  • Blijd-Hoogewys, E.M.A (2008). The development of theory-of-mind and the theory-of-mind storybooks development of theory-of-mind and the theory-of-mind storybooks. Unpublished doctoral dissertation, University of Groningen, Groningen, Netherlands.
  • Blijd-Hoogewys, E.M.A., Van Geert, P.L.C., Serra, M., & Minderaa, R.B. (2008). Measuring theory of mind in children. Psychometric properties of the ToM storybooks. Journal of Autism and Developmental Disorders, 38(10), 1907-1930.
  • Brothers, L. (1990) The social brain: A project for integrating primate behavior and neurophysiology in a new domain. Concepts in Neuroscience, 1, 27–51.
  • Brüne, M. (2003). Theory of mind and the role of IQ in chronic disorganized schizophrenia. Schizophrenia Research, 60(1), 57- 64.
  • Buitelaar, J. K., van der Wees, M., Swaab-Barbeveld, H., & van der Gaag. R. J. (1999). Verbal memory and performance IQ predict theory of mind and emotion recognition ability in children with autistic spectrum disorders and in psychiatric control children. Journal of Child Psychology and Psychiatry, 40(6), 869-881.
  • Cheung, C (2010). Environmental and cognitive factors influencing children’s theory-of-mind development. Unpublished doctoral dissertation, University of Toronto, Toronto. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/24705/3/Cheung_Constance_201006_PhD_thesis.pdf
  • Ekman, P. (1992). Are there basic emotions? Psychological Review, 99(3), 550–553.
  • Flavell, J. H., Green, F. L., Flavell, E. R., & Lin, N. T. (1999). Development of children’s knowledge about unconsciousness. Child Development, 70(2), 396–412.
  • Frijda, N. H. (1986). The emotions. New York: Cambridge University Press.
  • Frith, U., & Frith, C. (2001). The biological basis of social interaction. Current Directions in Psychological Science, 10(5), 151–155
  • Hale, C. M., & Tager-Flusberg, H. (2005). Social communicaton in children with autism: The relationship between theory of mind and discourse development. Autism, 9(2), 157-178.
  • Happe F.G. (1994). Wechsler IQ profile and theory of mind in autism: a research note. Journal of Child Psychol Psychiatry, 35, 1461-71
  • Inagaki, K., & Hatano, G. (2006). Young Children’s Conception of the Biological World. Current Directions in Psychological Science 15(4), 177-181.
  • Leekam, S.R., & Perner, J. (1991). Does the autistic child have a metarepresentational deficit? Cognition, 40(3), 203-218.
  • Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4(3), 231–246.
  • Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T. & van Dongen, L. (1999). The TOM Test: A new instrument for assesing theory of mind in normal children and children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 29(1), 67-80.
  • Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308(5719), 255–258.
  • Ozonoff, S., Rogers, S.J., & Pennington, B.F. (1991). Asperger's Syndrome: Evidence of an empirical distinction from high-functioning autism. Journal of Child Psychiatry and Psychology, 32(7), 1107-1122.
  • Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief, and communication. Child Development, 60, 688-700.
  • Perner, J., Leekam, S. (2008). The curious incident of the photo that was accused of being false: Issues of domain specificity in development, autism, and brain imaging. The Quarterly Journal of Experimental Psychology 61(1), 76 -78.
  • Peterson, C., Garnett, Kelly, A & Attwood, T. (2009). Everday Social and Conversation Applications of Theory-of- mind Understanding by Children with Autism-Spectrum Disorders or Typical Development. European Child Adolescent Psychiatry, 18, 105-115.
  • Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(04), 515–526.
  • Rajkumar, A.P., Yovan, S., Raveendran, A.L., & Russell, P.S. (2008). Can only intelligent children do mind reading: The relationship between intelligence and theory of mind in 8 to 11 years old. Behavioral and Brain Functions 2008, 4(1), 51.
  • Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
  • Salovey, P. (2003). Introduction: Emotion and social processes. In R. Davidson, H. H. Goldsmith, & K. Scherer (Eds.), The handbook of affective science (pp. 747–751). Oxford: Oxford University Press.
  • Serra, M., Loth, F.L., van Geert, P.L.C., Hurkens, E., & Minderaa, R.B. (2002). Theory of mind in children with ‘lesser variants’ of autism: A longitudinal study. Journal of Child Psychology and Psychiatry, 43(7), 885-900.
  • Tanguay, P.E., Robertson, J., & Derrick, A. (1998). A dimensional classification of autism spectrum disorder by social communication domains. Journal of the American Academy of Child & Adolescent Psychiatry, 37(3), 271–277.
  • Sari, OT. (2011). Theory of Mind Stories: Test adaptation of Turkish children and comparison of theory of mind development of normal development preschool children, mentally retarded and children with autism. Unpublished doctoral dissertation, Marmara University, Istanbul.
  • Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312.
  • Wellman, H. M. (1990). The Child's Theory of Mind. Cambridge, MA: MIT Press.
  • Wellman, H. M., & Lagattuta, K. H. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19(4), 479–497.
  • Whiten, A. (2008) Social complexity and social intelligence. In G. R. Bock, J. A. Goode & K. Webb (Eds.), The Nature of Intelligence: Novartis Foundation Symposium 233 (pp. 185-201). Chichester: John Wiley & Sons. doi: 10.1002/0470870850.ch12.

THEORY OF MIND IN PRESCHOOL CHILDREN WITH NORMAL DEVELOPMENT, AUTISM AND MENTAL RETARDATION

Year 2014, Volume: 3 Issue: 2, 66 - 75, 31.12.2014

Abstract

The present study was designed to evaluate the theory of mind in preschool children with normal development, autism or mental retardation in terms of the teachers’ views on the mental ability, school adaptation, social and physical competences. Pre-school teachers (n=27) were requested to evaluate children with normal development (n=426), mental retardation (n=30) or autism (n=39) in their classes in terms of adequacy of mental ability, school adaptation, social competence and physical competence as well as school attendance while the results were compared with the theory of mind. It was found that there was a significant difference between the children who were found to be adequate or highly adequate in mental, physical, social and school adaptation by their teachers and those who were found to be inadequate or quite inadequate in theory of mind story tests in terms of qualitative and quantitative data.

References

  • Astington, J.W., & Jenkins, J.M. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9(2-3), 151-165.
  • Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge: MIT Press.
  • Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174-183.
  • Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985) Does the autistic child have a “theory of mind?” Cognition, 21(1), 37-46.
  • Begeer, S., Koot, H. M., Rieffe, C., Terwogt, M. M., & Stegge, H. (2008). Emotional competence in children with autism: Diagnostic criteria and empirical evidence. Developmental Review, 28(3), 342-369.
  • Berns, A., & Assouline, S. (2012). Theory of mind and IQ in high ability youth with an ASD. Retrieved from http://www.healthcare.uiowa.edu on June, 26, 2012.
  • Blijd-Hoogewys, E.M.A (2008). The development of theory-of-mind and the theory-of-mind storybooks development of theory-of-mind and the theory-of-mind storybooks. Unpublished doctoral dissertation, University of Groningen, Groningen, Netherlands.
  • Blijd-Hoogewys, E.M.A., Van Geert, P.L.C., Serra, M., & Minderaa, R.B. (2008). Measuring theory of mind in children. Psychometric properties of the ToM storybooks. Journal of Autism and Developmental Disorders, 38(10), 1907-1930.
  • Brothers, L. (1990) The social brain: A project for integrating primate behavior and neurophysiology in a new domain. Concepts in Neuroscience, 1, 27–51.
  • Brüne, M. (2003). Theory of mind and the role of IQ in chronic disorganized schizophrenia. Schizophrenia Research, 60(1), 57- 64.
  • Buitelaar, J. K., van der Wees, M., Swaab-Barbeveld, H., & van der Gaag. R. J. (1999). Verbal memory and performance IQ predict theory of mind and emotion recognition ability in children with autistic spectrum disorders and in psychiatric control children. Journal of Child Psychology and Psychiatry, 40(6), 869-881.
  • Cheung, C (2010). Environmental and cognitive factors influencing children’s theory-of-mind development. Unpublished doctoral dissertation, University of Toronto, Toronto. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/24705/3/Cheung_Constance_201006_PhD_thesis.pdf
  • Ekman, P. (1992). Are there basic emotions? Psychological Review, 99(3), 550–553.
  • Flavell, J. H., Green, F. L., Flavell, E. R., & Lin, N. T. (1999). Development of children’s knowledge about unconsciousness. Child Development, 70(2), 396–412.
  • Frijda, N. H. (1986). The emotions. New York: Cambridge University Press.
  • Frith, U., & Frith, C. (2001). The biological basis of social interaction. Current Directions in Psychological Science, 10(5), 151–155
  • Hale, C. M., & Tager-Flusberg, H. (2005). Social communicaton in children with autism: The relationship between theory of mind and discourse development. Autism, 9(2), 157-178.
  • Happe F.G. (1994). Wechsler IQ profile and theory of mind in autism: a research note. Journal of Child Psychol Psychiatry, 35, 1461-71
  • Inagaki, K., & Hatano, G. (2006). Young Children’s Conception of the Biological World. Current Directions in Psychological Science 15(4), 177-181.
  • Leekam, S.R., & Perner, J. (1991). Does the autistic child have a metarepresentational deficit? Cognition, 40(3), 203-218.
  • Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4(3), 231–246.
  • Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R., van den Hogen, T. & van Dongen, L. (1999). The TOM Test: A new instrument for assesing theory of mind in normal children and children with pervasive developmental disorders. Journal of Autism and Developmental Disorders, 29(1), 67-80.
  • Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308(5719), 255–258.
  • Ozonoff, S., Rogers, S.J., & Pennington, B.F. (1991). Asperger's Syndrome: Evidence of an empirical distinction from high-functioning autism. Journal of Child Psychiatry and Psychology, 32(7), 1107-1122.
  • Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief, and communication. Child Development, 60, 688-700.
  • Perner, J., Leekam, S. (2008). The curious incident of the photo that was accused of being false: Issues of domain specificity in development, autism, and brain imaging. The Quarterly Journal of Experimental Psychology 61(1), 76 -78.
  • Peterson, C., Garnett, Kelly, A & Attwood, T. (2009). Everday Social and Conversation Applications of Theory-of- mind Understanding by Children with Autism-Spectrum Disorders or Typical Development. European Child Adolescent Psychiatry, 18, 105-115.
  • Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(04), 515–526.
  • Rajkumar, A.P., Yovan, S., Raveendran, A.L., & Russell, P.S. (2008). Can only intelligent children do mind reading: The relationship between intelligence and theory of mind in 8 to 11 years old. Behavioral and Brain Functions 2008, 4(1), 51.
  • Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
  • Salovey, P. (2003). Introduction: Emotion and social processes. In R. Davidson, H. H. Goldsmith, & K. Scherer (Eds.), The handbook of affective science (pp. 747–751). Oxford: Oxford University Press.
  • Serra, M., Loth, F.L., van Geert, P.L.C., Hurkens, E., & Minderaa, R.B. (2002). Theory of mind in children with ‘lesser variants’ of autism: A longitudinal study. Journal of Child Psychology and Psychiatry, 43(7), 885-900.
  • Tanguay, P.E., Robertson, J., & Derrick, A. (1998). A dimensional classification of autism spectrum disorder by social communication domains. Journal of the American Academy of Child & Adolescent Psychiatry, 37(3), 271–277.
  • Sari, OT. (2011). Theory of Mind Stories: Test adaptation of Turkish children and comparison of theory of mind development of normal development preschool children, mentally retarded and children with autism. Unpublished doctoral dissertation, Marmara University, Istanbul.
  • Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. The Journal of Genetic Psychology, 166(3), 297-312.
  • Wellman, H. M. (1990). The Child's Theory of Mind. Cambridge, MA: MIT Press.
  • Wellman, H. M., & Lagattuta, K. H. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19(4), 479–497.
  • Whiten, A. (2008) Social complexity and social intelligence. In G. R. Bock, J. A. Goode & K. Webb (Eds.), The Nature of Intelligence: Novartis Foundation Symposium 233 (pp. 185-201). Chichester: John Wiley & Sons. doi: 10.1002/0470870850.ch12.
There are 38 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Oktay Taymaz Sarı

Publication Date December 31, 2014
Published in Issue Year 2014 Volume: 3 Issue: 2

Cite

APA Taymaz Sarı, O. (2014). THEORY OF MIND IN PRESCHOOL CHILDREN WITH NORMAL DEVELOPMENT, AUTISM AND MENTAL RETARDATION. International Online Journal of Primary Education, 3(2), 66-75.

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