Publication: The role of institution and home contexts in theory of mind development
Program
KU-Authors
KU Authors
Co-Authors
Berument, Sibel Kazak
Çelimli, Seniz
Advisor
Publication Date
2005
Language
English
Type
Journal Article
Journal Title
Journal ISSN
Volume Title
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.
Description
Source:
Journal of Applied Developmental Psychology
Publisher:
Elsevier Science Inc
Keywords:
Subject
Psychology