Publication: The role of institution and home contexts in theory of mind development
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KU Authors
Co-Authors
Berument, Sibel Kazak
Çelimli, Seniz
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Abstract
To investigate the role of early context in theory of mind development, institutionalized children living in a boarding home (n = 34) in Turkey were compared to home-reared children coming from low (n = 32) and middle socioeconomic backgrounds (n = 44). Theory of mind was assessed with one deception and three false belief tasks; Peabody PVT and Raven CPM were administered to control for language and nonverbal intelligence. Results indicated a context effect whereby home-reared children performed better than institution-reared children on theory of mind tasks. Hierarchical regression analysis further revealed that institution rearing/adult-child ratio predicted theory of mind performance even after age, socioeconomic background, language and nonverbal intelligence were accounted for. Findings suggest the significance of adult-child interaction for theory of mind development.
Source
Publisher
Elsevier Science Inc
Subject
Psychology
Citation
Has Part
Source
Journal of Applied Developmental Psychology
Book Series Title
Edition
DOI
10.1016/j.appdev.2005.06.004