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The role of institution and home contexts in theory of mind development

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dc.contributor.coauthorBerument, Sibel Kazak
dc.contributor.coauthorCelimli, Seniz
dc.contributor.departmentDepartment of Psychology
dc.contributor.facultymemberYes
dc.contributor.kuauthorSelçuk, Bilge
dc.contributor.schoolcollegeinstituteCollege of Social Sciences and Humanities
dc.date.accessioned2024-11-10T00:06:38Z
dc.date.issued2005
dc.description.abstractTo 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.
dc.description.fulltextNo
dc.description.harvestedfromManual
dc.description.indexedbyWOS
dc.description.indexedbyScopus
dc.description.openaccessNO
dc.description.peerreviewstatusN/A
dc.description.publisherscopeInternational
dc.description.readpublishN/A
dc.description.sponsoredbyTubitakEuN/A
dc.description.studentonlypublicationNo
dc.description.studentpublicationNo
dc.description.versionN/A
dc.identifier.WoSQuartileQ4
dc.identifier.doi10.1016/j.appdev.2005.06.004
dc.identifier.eissn1873-7900
dc.identifier.embargoN/A
dc.identifier.endpage537
dc.identifier.issn0193-3973
dc.identifier.issue5
dc.identifier.scopus2-s2.0-23744448236
dc.identifier.startpage521
dc.identifier.urihttps://doi.org/10.1016/j.appdev.2005.06.004
dc.identifier.urihttps://hdl.handle.net/20.500.14288/16646
dc.identifier.volume26
dc.identifier.wos000231585600005
dc.keywordsTheory of mind
dc.keywordsParent influences
dc.keywordsInstitutional rearing
dc.language.isoeng
dc.publisherElsevier
dc.relation.affiliationKoç University
dc.relation.collectionKoç University Institutional Repository
dc.relation.ispartofJournal of Applied Developmental Psychology
dc.relation.openaccessN/A
dc.rightsN/A
dc.subjectDevelopmental psychology
dc.titleThe role of institution and home contexts in theory of mind development
dc.typeJournal Article
dspace.entity.typePublication
local.contributor.kuauthorSelçuk, Bilge
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