Sequence of theory‐of‐mind acquisition in Turkish children from diverse social backgrounds

Selçuk, Bilge; Brink, Kimberly A.; Ekerim, Muge; Wellman, Henry M.

doi:10.1002/icd.2098

Cited by 36 publications

(34 citation statements)

References 57 publications

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“…The developmental order in ToM skills acquisition has been addressed in previous studies (Hughes et al, 2011;Jenkins & Astington, 1996;Miller, 2009;Wellman et al, 2001). Furthermore, the present study showed that Turkish preschoolers gain ToM skills in the sequence of DD, KA, DB, FB, RAE, similar to children in Eastern societies (Selcuk et al, 2018;Shahaeian et al, 2011;Wellman et al, 2006) but different from those in Western societies (Kristen et al, 2006;Shahaeian et al, 2011). Cultural variances between the ToM sequence of acquisition can be interpreted to reflect on parents' child rearing values, practices, social rules, and expectations in collectivist vs. individualist societies (Shahaeian et al, 2011;Wellman et al, 2006).…”

Section: Discussionsupporting

confidence: 70%

“…In line with this finding, other studies had gender-neutral findings regarding young children's ToM abilities (Altun, 2018;Carr et al, 2018;Devine & Hughes, 2016;Wellman & Liu, 2004). However, the limited number of studies conducted with Turkish preschoolers (Sarı & Altun, 2018;Selcuk et al, 2018) found that girls outperformed the boys in ToM tasks, but also that the gender differences are more likely to be reported in older children with regard to socialization and gender roles (Calero, Salles, Semelman, & Sigman, 2013;Devine & Hughes, 2016).…”

Section: Discussionmentioning

confidence: 60%

“…The study's findings revealed that children's age is moderately related (r = 0.49) to their ToM skills. Similarly, Selcuk et al (2018) found a significant relationship (r = 0.47) between children's ages and ToM skills. The developmental order in ToM skills acquisition has been addressed in previous studies (Hughes et al, 2011;Jenkins & Astington, 1996;Miller, 2009;Wellman et al, 2001).…”

Section: Discussionmentioning

confidence: 71%

“…Children who are raised in western societies, such as Germany, Australia, and the United States, acquire the ToM skills: diverse desires (DD), diverse beliefs (DB), knowledge access (KA), false beliefs (FB), and hidden emotions (HE) sequence (Kristen, Thoermer, Hofer, Aschersleben, & Sodian, 2006;Shahaeian, Peterson, Slaughter, & Wellman, 2011;Wellman, Fang, & Peterson, 2011). Children from eastern societies, such as China, Iran, and Turkey, acquire KA, wherein they comprehend that an individual who sees something knows about it, prior to comprehending DB, wherein individuals can have different beliefs regarding the same thing (Selcuk, Brink, Ekerim, & Wellman, 2018;Shahaeian et al, 2011;Wellman, Fang, Liu, Zhu, & Liu, 2006). These findings revealed that cultural and parental characteristics as environmental factors are related to children's ToM development.…”

Section: Introductionmentioning

confidence: 99%

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Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

Altun¹

2019

JETS

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Theory of mind (ToM) skills involve young children’s mentalizing ability to be aware of their own selves and other individuals’ thoughts, beliefs, desires, and intentions (mental states). The social cognition skills are essential for processing complex social relations and overcoming interpersonal difficulties in communication. Previous studies shed light on the relationship of parenting and demographics to children’s ToM skills, but do not examine the associations with both home environment and preschool education experiences. The goal of the present study is to investigate children’s preschool education experience, home literacy environment (HLE), and technology usage in relation to their ToM skills. Participants were 203 preschoolers and their parents. The study data were collected using a home literacy environment questionnaire (HLEQ), theory of mind scale, and a demographic information form. The findings revealed that (a) children’s ToM scores are not differentiated regarding gender, excluding the diverse belief tasks, b) children’s ToM performances were differentiated in favor of children who have internet access at home, c) HLE, child age, daily TV watching, household income, maternal education, preschool experience, and shared book reading explained 46% of the total variance of preschoolers’ ToM scores.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%

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Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

Altun¹

2019

JETS

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“…Most notably, it has been shown that children from mainland China and US are similar in timing of FB achievement as compared to children from Hong Kong who show success in FB tasks later (Liu et al 2008). In addition, it is now a well-documented finding that children from China, Iran, and Turkey master knowledge access tasks before diverse belief tasks, this is the reverse sequence when compared to American and Australian children (Selcuk et al 2018;Shahaeian et al 2011;Wellman et al 2006). TT acknowledges that folk psychologies, parenting practices, and societal expectations are the likely reasons for such differences.…”

Section: The Effect Of Child-directed Language On Tom Developmentmentioning

confidence: 99%

(Co-)Constructing a theory of mind: From language or through language?

Ilgaz

Allen

2020

Synthese

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There is a large body of empirical work that has investigated the relationship between parents' child-directed speech and their children's Theory of Mind development. That such a relationship should exist is well motivated from both Theory Theory and Socio-Cultural (SC) perspectives. Despite this general convergence, we argue that theoretical differences between the two perspectives suggests nuanced differences in the expected outcomes of the empirical work. Further, the different ontological commitments of the two approaches have (mis)guided the design, coding, and analysis of existing research and imply different future directions. We discuss five areas of extant research that can be extended and diversified most coherently by adopting a SC framework. Keywords Theory of mind • Folk psychology • Socio-cultural theory • Theory theory • Mental state talk We seek to examine the role that social experience plays in the development of children's ability to reason about the mental perspectives of self and others. This ability, from here on referred to as theory of mind (ToM), is widely recognized as a sociocognitive ability that benefits from children's experience of perspectivally rich talk in meaningful social interaction contexts (e.g., conversations, storytelling, pretend play). One indicator of perspectivally rich talk is the use of mental state terms that describe mental processes that are not directly observable. Two approaches (i.e., theory theory and socio-cultural theory) underscore the importance of child-directed mental state language in theory of mind development. While evidence for the relationship between the richness of child-directed mental state talk and theory of mind has been taken to B Hande Ilgaz

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Social competence with peers and theory of mind among Chinese preschool children

Hou,

Liu,

Qin

et al. 2023

Infant and Child Development

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The current study investigated the link between social competence with peers (SCWP) and theory of mind (ToM) skills among Chinese preschool children. Using a sample of 363 Chinese children aged 3–5 (Mage = 4.54 years, SD = 0.84, 183 boys), this cross‐sectional study demonstrates that children's SCWP, as reported by teachers, was significantly related to their ToM. Notably, this link was found to be significant even after controlling for children's age, sex, sibling presence or absence, parental education level, family possessions, family size and language skills. The current research provides empirical evidence for the association between SCWP and social understanding. Furthermore, beyond links with scores on the false‐belief tests used in most past studies, the current result showed a clear independent link between teachers' ratings of social competence and the total score on a reliable developmentally sequenced ToM scale.

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Sequence of theory‐of‐mind acquisition in Turkish children from diverse social backgrounds

Cited by 36 publications

References 57 publications

Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

Young Children’s Theory of Mind: Home Literacy Environment, Technology Usage, and Preschool Education

(Co-)Constructing a theory of mind: From language or through language?

Social competence with peers and theory of mind among Chinese preschool children

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