ŞERİFE SEMA KARAKELLE, ZEHRA ERTUĞRUL YAŞAR

Zihin kuramı ile çalışma belleği, dil becerisi ve yönetici işlevler arasındaki bağlantılar küçük (36-48 ay) ve büyük (53-72 ay) çocuklarda farklılık gösterebilir mi?

Bu araştırmanın amacı zihin kuramı, dil, çalışma belleği ve yönetici işlevler arasındaki bağlantıları gelişimsel olarak incelemektir. Çalışmanın diğer bir amacı ise bu değişkenlerin arasındaki doğrudan ve dolaylı ilişkileri aydınlatarak bir zihin kuramı modeli geliştirilmesini sağlamaktır. Örneklemi 36-48 aylık 100 ve 53-72 aylık 101 olmak üzere toplam 201 çocuktan oluşan bu çalışmada, zihin kuramının ölçümünde iki yanlış kanı atfı testi ve bir görünüş gerçeklik testi uygulanmıştır. Zihin kuramı ölçümlerinin yanı sıra çalışma belleği gelişiminin ölçümünde ters sayı dizisi ve dil gelişiminin ölçümünde Türkçe Erken Dil Gelişim Testi (TEDİL) ve yönetici işlevlerin ölçümünde Boyut Değiştirerek Kart Eşleme Görevi kullanılmıştır. Yapılan yapısal eşitlik modellemesinin sonuçlarına göre üç yaşta zihin kuramı, dil ve çalışma belleği arasındaki ilişki örüntülerinin beş yaştan farklı olduğu ortaya çıkmıştır. Üç yaşlarında zihin kuramı becerisinde çalışma belleğinin, 5 yaşlarında ise dilin yordayıcı rolünün diğer değişkenlerden daha büyük olduğu görülmüştür. Ayrıca üç yaşlarında çalışma belleği, dil becerisinin veya yönetici işlevlerin aracı rolü olmaksızın zihin kuramını doğrudan ve pozitif yönde yordamaktadır. Beş yaşlarında ise çalışma belleğinin veya yönetici işlevlerin aracı rolü olmaksızın dil becerisinin zihin kuramını doğrudan ve pozitif yönde yordadadığı bulunmuştur.

Do developmental relationships between theory of mind, language, working memory, and executive functions show differences across early (36-48 months) and late (53-72 months) age groups?

The aim of this study was to investigate the developmental relations between theory of mind, language, working memory and executive functions. It was also designed to examine direct relations as well as mediation variables to suggest a theory of mind model. Two false belief tasks and one appearance-reality task were used to measure theory of mind in this study in which a hundred 36-48 months old and a hundred and one 53-72 months old children participated. Beside the measures of theory of mind; language, working memory and executive functions were measured by backward digit span, the Turkish Edition of Test of Early Language Development-Third Edition (TELD-3) and the Dimensional Change Card Sort, respectively. The results of structural equation modeling confirmed different relations between theory of mind, working memory, language and executive functions for three and five year olds. For the theory of mind model of 3-year-olds, a significant proportion of variance in theory of mind is accounted for working memory above language and executive functions. On the contrary, for the theory of mind model of 5-year-olds, a significant proportion of variance in theory of mind is accounted for language above working memory and executive functions. Also for theory of mind model of 3-year-olds, the causal relations between theory of mind and working memory are direct and positive without the mediation of language or executive functions. For theory of mind model of 5-year-olds, the causal relations between theory of mind and language are direct and positive without the mediation of working memory or executive functions.

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