Uygulamalı Zihin Kuramı: Sosyal İlişkilerde Başkalarının Düşüncelerini Kavrama Becerisinin Kullanımı

Zihin kuramı araştırmaları çoğunlukla çocukların laboratuvar ortamlarında sunulan zihin kuramı görevlerini geçmeye başladıkları yaşın ne olduğuna odaklanır ve edinilen zihin kuramı becerilerinin gerçekte nasıl kullanıldığına daha az önem verir. Bu makalede, edinilen zihin kuramı becerilerinin sosyal ortamlarda uygulanmasını etkileyebilecek durumsal, sosyal ve kişisel faktörler incelenmiştir. Bu makale ile alanda zihin kuramının edinilme yaşından ziyade sosyal hayatta kullanımına yardımcı olan ya da engelleyen koşullara odaklanmanın, bu sosyal içerikli becerinin tanımına uygun bir şekilde incelenmesi için önemli olduğunu vurgulamak istemekteyiz. Çocuklar gibi yetişkinler için de bu becerinin edinilmiş olması, sosyal ortamlarda kullanılacağı anlamına gelmemekte ve yetişkinlerin zihin kuramı becerilerini hangi koşullarda daha fazla veya daha az kullanıldığının incelenmesi de önem taşımaktadır. Bu tür bir bakış açısı, zihin kuramı üzerine yapılmış kapsamlı laboratuvar bulgularını gerçek hayatın bağlamında yerleştirmeye yardımcı olabilir. Böylece, sosyo-bilişsel kabiliyetin gerçek sosyal etkileşimlerdeki rolünü anlamaya daha da yaklaşılabilir, ki bu da zihin kuramının sosyal anlayışın temellerinden biri olduğu düşünüldüğünde böyle bir yaklaşımın ne kadar gerekli olduğunun altını çizmektedir.

Theory of Mind in Action: Use of Mental State Understanding in Social Interactions

Theory of mind (ToM) research mostly focuses upon the age at which children can pass laboratory ToM tasks, with less attention paid to how these acquired ToM abilities are actually used. We outline situational, social, and personal factors that may influence the deployment of ToM abilities in social settings. Although research on the social utilization of ToM is nascent, we wish to draw attention with this brief review to the need for, and the possibility of, a shift in focus in the field from the time of acquisition, to conditions helping or hampering the deployment of ToM in social contexts for children, as well as for adults. Such a perspective can help situate the extensive laboratory findings on ToM in reallife contexts and move closer to understanding the role of this socio-cognitive ability in actual social interactions, which is only natural given that ToM is considered as one of the foundations for social understanding.

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