Görme Yetersizliği Olan ve Gören Çocukların Bakış Açısı Alma ve Birinci Derece Yanlış Kanı Atfı Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

The purpose of this study was to examine the relationship between perspective taking and Theory of Mind, first order false belief in preschool children with visual impairments and sighted children. The study groups consisted of 30 children with visual impairments and 30 sighted children who live in Istanbul and attended to preschools. Children's ages were between 48 and 72 months. Children's language and cognitive developmental ages were matched to each other. Within the scope of the study, the perspective taking tasks and first order false belief tasks were presented to the participants. Between group analysis showed that there were no differences in the first order false belief tasks and perspective taking tasks between children with visual impairments and sighted children. Within group analysis indicated that there were significant relationships between false belief scores and perspective taking scores in both children with visual impairments and sighted children. We found that the higher scores in perspective taking resulted with higher false belief scores in both groups. Research findings were discussed and suggestions for future research were provided.