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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.coauthorÇelimli, 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.doi10.1016/j.appdev.2005.06.004
dc.identifier.eissn1873-7900
dc.identifier.embargoN/A
dc.identifier.issn0193-3973
dc.identifier.quartileBakılacak
dc.identifier.scopus2-s2.0-23744448236
dc.identifier.urihttps://doi.org/10.1016/j.appdev.2005.06.004
dc.identifier.urihttps://hdl.handle.net/20.500.14288/16646
dc.identifier.wos231585600005
dc.keywordsTheory of mind
dc.keywordsParent influences
dc.keywordsInstitutional rearing early severe deprivation
dc.keywordsFalse belief
dc.keywordsYoung-children
dc.keywordsAttachment security
dc.keywordsVisual Impairment
dc.keywordsLong-term
dc.keywordsBehavior
dc.keywordsCare
dc.keywordsDeaf
dc.keywordsDeception
dc.language.isoeng
dc.publisherElsevier Science Inc
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.subjectPsychology
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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