Zihin Kuramı: Otizm Spektrum Bozukluğu Olan ve Normal Gelişen Çocukların Performanslarının Karşılaştırılması

Nedensel karşılaştırma deseni kullanılarak planlanan bu araştırmada, otizm spektrum bozukluğu (OSB) olan ve normal gelişen (NG) çocukların, zihin kuramı performansları ve bu alandaki performansların genel dil ve kronolojik yaşla ilişkisi incelenmiştir. Araştırma grubunu, Türkçe Erken Dil Gelişimi Testi (TEDİL) ifade edici dil eşdeğer yaşları en az 4 olan 30 OSB olan ve 30 NG çocuk oluşturmuştur. OSB olan ve NG çocuklar ortalama sözce uzunluğuna (OSU) göre eşleştirilmişlerdir. Zihin kuramı becerileri bir grup işlemle değerlendirilmiştir. Araştırma sonuçları, dilde OSU’ ya göre eşleştirilen OSB olan çocuklarla NG çocukların zihin kuramı performanslarının benzer olduğunu, her iki grupta da dilin, zihin kuramı ile ilişkili olduğunu ancak NG çocuklarda dile ek olarak kronolojik yaşın da zihin kuramı ile ilişkili olduğunu göstermiştir

Zihin kuramı: otizm spektrum bozukluğu olan ve normal gelişen çocukların performanslarının karşılaştırılması

___

  • Acarlar, F. (2005). Türkçe ediniminde gelişimsel özelliklerin dil örneği ölçümleri açısından incelenmesi. Türk Psikoloji Dergisi, 20, 61-74.
  • Acarlar, F., Miller, J. F. & Johnston, J. R. (2006). Systematic Analysis of Language Transcripsts (SALT), Turkish (Version 9) [Computer Software], Language Analysis Lab, University of Wisconsin-Madison. (Distributed by the Turkish Psychological Association).
  • Aksu-Koç, A., Aydın, Ç., Avcı, G., Sefer, N., & Yaşa, Y. (2005, July). The relation between mental verbs and theory of mind performance: Evidence from Turkish children; Paper presented at International Association for the Study of Child Language [IASCL]; Berlin.
  • Astington, J. & Jenkins, J. (1999). A longitudinal study of the relationship between language and theory of mind development. Developmental Psychology, 35, 1311- 1320.
  • Atasoy, S. (2008). Yüksek Fonksiyonlu Otistik Çocuklarda Çeşitli Bilişsel Özellikler Arasındaki İlişkilerin İncelenmesi. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Baron-Cohen, S. (1989). Are autistic children behaviorists? An examination of their mental-physical, and appearance-reality distinctions. Journal of Autism and Developmental Disorders, 19, 579-600.
  • Baron-Cohen, S. (2000). Theory of mind and autism: a fifteen year review. In S. Baron-Cohen, H. Tager- Flusberg, & D. J. Cohen (Eds.), Understanding other minds: perspectives from autism (Second edition) (pp. 2-20). New York: Oxford University Press.
  • Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37-46.
  • Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. NewYork: Oxford University Press.
  • Bayramoğlu, M., & Hohenberger, A. (2007). The development of theory of mind in Turkish preschoolers: Poster presented at 13th European Conference on Developmental Psychology (ECPD), Jena Germany. 21-25 August.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri, Ankara: Pegem Akademi, s. 177-184.
  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
  • Cohen, J. (1969). Statistical power analysis for the behavioral sciences. London: Academic Press, Inc.
  • Colle, L., Baron-Cohen, S., & Hill, J. (2007). Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment. Journal of Autism and Developmental Disorders, 37, 716-723.
  • Dahlgren, S. O., & Trillingsgaard, A. (1996). Theory of mind in non-retarded children with autism and Asperger's Syndrome. A research note. Journal of Child and Psychology and Pschiatry, 37, 759-763.
  • de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief understanding. Cognitive Development, 17, 1037 – 1060.
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2011). GOBTÖ-2-TV Gilliam otistik bozukluk derecelendirme ölçeği -2- Türkçe versiyonu. Ankara: Maya Akademi Yayınevi.
  • Eisenmajer, R., & Prior, M. (1991). Cognitive linguistic correlates of “theory of mind” ability in autistic children. British Journal of Developmental Psychology, 9, 351–364.
  • Farrar, M. J., & Maag, L. (2002). Early language development and the emergence of a theory of mind. First language, 22, 197-213.
  • Fisher, N., Happé, F., & Dunn, J. (2005). The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 46, 409-419.
  • Flavell, J. H., Flavell, E. R., & Green, F. L., (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.
  • Flavell, J. H., Flavell, E. R., Green, F. L., & Moses, L. J. (1990). Young children’s understanding of fact beliefs versus value beliefs. Child Development, 61, 915-928.
  • Granti, T. (2004). The relationship between metacognitive vocabulary and theory of mind development, Unpublished master of arts dissertation, Boğaziçi University, Istanbul.
  • Güven, O. S. (2009). Erken dil gelişimi testi-üçüncü edisyon’un [Test Of Early Language Development-Third Edition (TELD-3)] Türkçeye uyarlama, güvenirlik ve geçerlik ön çalışması. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill. K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Development Disorders, 27, 519-537.
  • Happé, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
  • Hobson, P. (2004). The Cradle of Thought: Exploring the Origins of Thinking. (1st published). New York: Oxford University Press.
  • Hogrefe, G. J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567–582.
  • Hutchins, T.L., Prelock, P.A., & Chace W. (2008).Test-retest reliability of a theory of mind task battery for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 195- 206.
  • Keçeli-Kaysılı, B., & Acarlar, F. (2011). Zihin kuramının 3-5 yaşları arasındaki çocuklarda gelişiminin yanlış inanç performansına göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1809-1826.
  • Keçeli-Kaysılı, B. (2012). Otizm spektrum bozukluğu olan ve normal gelişen çocuklarda sözdiziminin ve sözcük dağarcığının zihin kuramı ile ilişkisinin incelenmesi. Yayınlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Leslie, A. M., & Frith, U. (1988).Autistic children’s understanding of seeing, knowing and believing. British Journal of Developmental Psychology, 4, 315-324.
  • Lewis, C., & Osborne, A. (1990). Three-year-olds' problems with false belief: Conceptual deficit or linguistic artifact? Child Development, 61, 1514-1519.
  • Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142-154.
  • Moss, M., & Currey, A. (2009). Yaramaz Fındık. (Çev. S. Atlıhan) İstanbul, Türkiye İş Bankası Kültür Yayınları. (Eserin orjinali 2003 de yayınlandı).
  • O’Neill, D., Astington, J., & Flavell, J. (1992). Young children’s understanding of the role that sensory experiences play in knowledge acquisition. Child Development 63, 474–490.
  • Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief, and communication. Child Development, 60, 689-700.
  • Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: evidence from 14- and 18 months-olds. Developmental Psychology, 33, 12-21.
  • Slaughter, V. (1998). Children’s understanding of pictorial and mental representations. Child Development, 69, 321–332.
  • Sparrevohn, R., & Howie, P. (1995). Theory of mind in children with autistic disorder: Evidence of developmental progression and the role of verbal ability. Journal of Child Psychology and Psychiatry, 36, 249–263.
  • Steele, S., Joseph, R. M., & Tager-Flusberg, H., (2003). Brief report: Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33, 461-467.
  • Swettenham, J. (1996). Can children be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37, 157-165.
  • Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. Internal Review of Psychiatry, 11, 325-334.
  • Tager-Flusberg, H., & Sullivan, K. (1994). Predicting and explaining behavior: A comparison of autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 35, 1059-1075.
  • Tekin, D. (2010). Düşünce baloncukları tekniğinin kullanıldığı “yanlış inanç öğretim paketi” nin Asperger sendromu ve yüksek işlevli otizm tanısı almış çocukların “yanlış inanç” düzeylerine etkisi. Yayınlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: the origins of human social cognition. Behavioral and Brain Sciences, 28, 675-735.
  • Topbaş, S., & Güven, S. (2011). TEDİL Türkçe Erken Dil Gelişimi Testi. (1. Baskı). Ankara: Detay Yayıncılık.
  • Watson, J. K., Gelman, S. A & Wellman, H. M. (1998). Young children’s understanding of the non-physical nature of thoughts and the physical nature of brain. British Journal of Developmental Psychology, 16, 321- 325.
  • Watson, A. C., Painter, K. M., & Bornstein, M. H. (2001). Longitudinal relations between 2-year-olds’ language and 4-year-olds’ theory of mind. Journal of Cognition and Development, 2, 449-457.
  • Wellman, H., Cross, D., and Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
  • Wellman, H. M., & Estes, D. (1986). Early understanding of mental entities: a reexamination of childhood realism. Child Development, 57, 910-923.
  • Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523-541.
  • Wellman, H. M., Philips, A. T., & Rodriguez, T. (2000). Young children’s understanding of perception, desire, and emotion. Child Development, 71, 895-912.
  • Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.