ZİHİN KURAMI VE GELİŞİM SÜREÇLERİ

Zihin kuramı, bir kişinin karşısındakinin davranışlarını onun inanç, istek, niyet gibi zihinsel durumlarından çıkarım yaparak anlama becerisidir. Alanyazındaki zihin kuramı araştırmalarının büyük bir çoğunluğu okul öncesi dönemdeki birincidüzey zihin kuramının temel oluşumlarına yoğunlaşmaktadır. Okul öncesi dönemden sonraki zihin kuramı becerileri, ikinci-düzey zihin kuramı olarak adlandırılarak birinci-düzey zihin kuramından nasıl farklılaştığı yeni araştırma yöntemleri ve görevlerle araştırılmaktadır. Zihin kuramı becerilerinin erken çocukluk döneminden sonra nasıl gelişmeye devam ettiği ve farklılaştığıyla ilgili araştırmalar son dönemlerde artış gösterse de Türkiye’deki alanyazın erken çocukluk dönemindeki araştırmalarla sınırlı kalmıştır. Bu derlemeyle birinci düzey ve ikinci düzey zihin kuramı araştırmalarının bir kısmına değinilerek zihin kuramının doğası anlaşılmaya ve Türkçe alanyazındaki eksiklik giderilmeye çalışılmıştır.

Theory of Mind and Developmental Processes

Theory of mind is the ability of understanding people’s behavior by reasoning about mental states, such as beliefs, desires, and intentions. Much theory of mind research has focused on the basic formations of the preschool children’s firstorder theory of mind. Theory of mind abilities after the preschool years, have been called second-order theory of mind, are being investigated how they differ from firstorder theory of mind using new research methods and tasks. Despite a growth of research on how theory of mind continues to develop and differentiates beyond the early childhood, the theory of mind literature in Turkey has remained limited to the preschool period. This paper reviewed available research on first and second-order theory of mind to explore the essence of the theory of mind and aimed to contribute to existing body of literature in Turkey on theory of mind of children without any disabilities.

PDF

___

Alıcı, Tevfik (2012). Gerçek Bir Yanılsama: Bilinç. Beyoğlu, İstanbul: Metis Yayınları.
Apperly, Ian A. (2011). Mindreaders: The Cognitive Basis of Theory of Mind. Hove, England: Psychology Press.
Apperly, Ian A. vd. (2011). “Developmental Continuity in Theory of Mind: Speed and Accuracy of Belief–Desire Reasoning in Children and Adults”. Child Development, S: 82(5), s.1691–1703.
Banerjee, Robin ve Nicola Yuill (1999). “Children’s Understanding of Self-Presentational Display Rules: Associations with Mental State Understanding”. British Journal of Developmental Psychology, S: 17, s. 111-124.
Banerjee, Robin vd. (2011). “Peer Relations and Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations”. Child Development, S: 82, s. 1887–1905.
Baron‐Cohen, Simon vd. (1986). “Mechanical, Behavioural and Intentional Understanding of Picture Stories in Autistic Children”. British Journal of Developmental Psychology, S: 4(2), s. 113-125.
Baron-Cohen, Simon (1997). Mindblindness: An Essay on Autism and Theory of Mind. Boston, MA: MIT Press.
Baron-Cohen, Simon vd. (1999). “Recognition of Faux Pas by Normally Developing Children with Asperger Syndrome or HighFunctioning Autism”. Journal of Autism and Developmental Disorders, S: 29(5), s. 407-418.
Bennett, Jonathan (1978). “Some Remarks About Concepts”. Behavioral and Brain Sciences, S: 1(04), s. 557-560.
Bennett, Mark ve Lorraine Matthews (2000). “The Role Of SecondOrder Belief-Understanding and Social Context in Children’s SelfAttribution of Social Emotions. Social Development, S: 9(1), s. 126- 130.
Buttelmann, David vd. (2014). “Eighteen-Month-Olds Understand False Beliefs in an Unexpected-Contents Task”. Journal of Experimental Child Psychology, S: 119, s. 120-126.
Call, Josep ve Micheal Tomasello (2008). “Does the Chimpanzee Have a Theory of Mind? 30 Years Later”. Trends in Cognitive Sciences, S: 12(5), s. 187-192.
Carpendale, Jeremy ve Charlie Lewis (2006). How Children Develop Social Understanding. Malden: Blackwell Publishing.
Clements, Wendy A. ve Josef Perner (1994). “Implicit Understanding of Belief”. Cognitive Development, S: 9(4), s. 377–395.
Dennett, Daniel C. (1978). “Beliefs about Beliefs”. Behavioral and Brain Sciences, S: 4, s. 568–570.
Devine, Rory T. ve Claire Hughes (2013). “Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood”. Child Development, S: 84(3), s. 989-1003.
Devine, Rory T. ve Claire Hughes (2015). “Measuring Theory of Mind Across Middle Childhood: Reliability and Validity of the Silent Films and Strange Stories Tasks”. Journal of Experimental Child Psychology, S: 149, s. 23-40.
Dumontheil, Iroise vd. (2010). “Online Usage of Theory of Mind Continues to Develop in Late Adolescence”. Developmental Science, S: 13(2), s. 331-338.
Flavell, John H. (2000). “Development of Children's Knowledge About the Mental World”. International Journal of Behavioral Development, S: 24(1), s. 15-23.
Frith, Chris D. ve Uta Frith (1999). “Interacting Minds--A Biological Basis”. Science, S: 286(5445), s. 1692-1695.
Happe, Francesca G. E. (1994). “An Advanced Test of Theory of Mind: Understanding of Story Characters' Thoughts and Feelings by Able Autistic, Mentally Handicapped and Normal Children and Adults”. Journal of Autism & Developmental Disorders, S: 24, s. 129-154.
He, Zijing vd. (2012). “2.5‐Year‐Olds Succeed at a Verbal Anticipatory‐Looking False‐Belief Task”. British Journal of Developmental Psychology, S: 30(1), s. 14-29.
Klin, Ami (2000). “Attributing Social Meaning to Ambiguous Visual Stimuli in Higher-functioning Autism and Asperger Syndrome: The Social Attribution Task”. Journal of Child Psychology and Psychiatry and Allied Disciplines, S: 41, s. 831-46.
Kovács, Ánges Melinda vd. (2010). “The Social Sense: Susceptibility to Others’ Beliefs in Human Infants and Adults”. Science, S: 330(6012), s. 1830-1834.
Lecce, Serena vd. (2014). “Promoting Theory of Mind During Middle Childhood: A Training Program”. Journal of Experimental Child Psychology, S: 126, s. 52-67.
Liddle, Bethany ve Daniel Nettle (2006). “Higher-Order Theory of Mind and Social Competence in School-Age Children”. Journal of Cultural and Evolutionary Psychology, S: 4(3-4), s. 231-244.
Liszkowski, Ulf vd. (2006). “12-and 18-Month-Olds Point to Provide Information for Others”. Journal of Cognition and Development, S: 7(2), s. 173-187.
Luo, Yuyan ve Renee Baillargeon (2010). “Toward a Mentalistic Account of Early Psychological Reasoning”. Current Directions in Psychological Science, S: 19, s. 301–307.
Luo, Yuyan ve Susan C. Johnson (2009). “Recognizing the Role of Perception in Action at 6 Months”. Developmental Science, S: 12(1), s. 142-149.
Meins, Elizabeth vd. (2002). “Maternal Mind-Mindedness and Attachment Security as Predictors of Theory of Mind Understanding”. Child Development, S: 73, s. 1715-1726.
Miller, Scott A. (2009). “Children’s Understanding of Second-Order Mental States”. Psychological Bulletin, S: 135(5), s. 749–773.
Miller, Scott A. (2012). Theory of Mind: Beyond the Preschool Years. New York, NY: Taylor & Francis Group.
Moore, Chris vd. (1998). “The Cognitive Basis of Future-Oriented Prosocial Behavior”. Social Development, S: 7(2), s. 198-217.
Nichols, Shaun ve Stephen P. Stich (2003). Mindreading: An Integrated Account of Presence, Self-Awareness, and Understanding Other Minds. Oxford: Oxford University Press.
O’Hare, Anne E. vd. (2009). “A Clinical Assessment Tool for Advanced Theory of Mind Performance in 5 to 12 Year Olds”. Journal of Cutism and Developmental Disorders, S: 39(6), s. 916-928.
Onishi, Kristine H. Ve Reneé Baillargeon (2005). “Do 15-Month-Old Infants Understand False Beliefs?”. Science, S: 308(5719), s. 255-258.
Ozonoff, Sally vd. (1991). “Executive Function Deficits in High‐ Functioning Autistic Individuals: Relationship to Theory of Mind”. Journal of Child Psychology and Psychiatry, S: 32(7), s. 1081-1105.
Perner, Josef ve Heinz Wimmer (1985). ““John Thinks That Mary Thinks That…” Attribution of Second-Order Beliefs by 5-to 10-YearOld Children”. Journal of Experimental Child Psychology, S: 39(3), s.437-471.
Pylyshyn, Zenon W. (1978). “When is Attribution of Beliefs Justified?”. The Behavioral and Brain Sciences, S: 1, s. 592-593.
Premack, David ve Guy Woodruff (1978). “Does the Chimpanzee Have a Theory of Mind?”. Behavioral and Brain Sciences, S: 1, s. 515-526.
Ratcliffe, Matthew M. (2007). Rethinking Commonsense Psychology. Hampshire: Palgrave Macmillan.
Ronald, Angelica vd. (2006). Individual Differences in Theory of Mind Ability in Middle Childhood and Links with Verbal Ability and Autistic Traits: A Twin Study. Social Neuroscience, S: 1, s. 412-425.
Santrock, John W. (2015). “İlk Çocuklukta Fiziksel ve Bilişsel Gelişim” (T. Şener-Kılınç, Çev.). İçinde G. Yüksek (Ed.), Yaşam Boyu Gelişim (s. 145-176). Ankara: Nobel.
Savage-Rumbaugh, E. Sue vd. (1978). “Sarah's Problems of Comprehension”. Behavioral and Brain Sciences, S: 1(04), s. 555-557.
Scott, Rose M. vd. (2012). “False‐Belief Understanding in 2.5‐Year‐ Olds: Evidence from Two Novel Verbal Spontaneous‐Response Tasks”. Developmental Science, S: 15(2), s. 181-193.
Shadish, William R. vd. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston, MA: Houghton Mifflin.
Smith, R.achelle ve Peter J. LaFreniere (2009). “Development of Children's Ability to Infer Intentions from Nonverbal Cues”. The Journal of Social, Evolutionary, and Cultural Psychology, S: 3, s. 315- 327.
Sodian, Beate vd. (2007). “Now I see It But You Don't: 14-month-olds Can Represent Another Person's Visual Perspective. Developmental Science, S: 10, s. 199–204.
Southgate, Victoria ve Angelina Vernetti (2014). “Belief-Based Action Prediction in Preverbal Infants”. Cognition, S: 130(1), s. 1-10.
Sullivan, Kate vd. (1994). “Preschoolers Can Attribute Second-Order Beliefs”. Developmental Psychology, S: 30, s. 395-402.
Symeonidou, Irene vd. (2016). “Development of Online Use of Theory of Mind During Adolescence: An Eye-Tracking Study”. Journal of Experimental Child Psychology, S: 149, s. 81-97.
Tomasello, Michael (1992). “The Social Bases of Language Acquisition”. Social Development, S: 1(1), s. 67-87.
Tomasello, Michael vd. (1993). “Cultural Learning”. Behavioral and Brain Sciences, S: 16(03), s. 495-511.
Tomasello, Michael (1999). The Cultural Origins of Human Cognition. Cambridge, MA: Harvard University Press.
Tomasello, Michael vd. (2005). “Understanding and Sharing Intentions: The Origins of Cultural Cognition”. Behavioral and Brain Sciences, S: 28(05), s. 675-691.
Tulving, Endel ve Fergus I. M. Craik (2000). The Oxford Handbook of Memory. Oxford, UK: Oxford University Press.
Wang, Zhenlin vd. (2016). “Theory of Mind and Executive Function During Middle Childhood Across Cultures”. Journal of Experimental Child Psychology, S: 149, s. 6-22.
Wellman, Henry vd. (2001). “Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief”. Child Development, S: 72, s. 655-684.
Wellman, Henry M. ve David Liu (2004). “Scaling of Theory‐of‐Mind Tasks”. Child Development, S: 75(2), s. 523-541.
Wimmer, Heinz ve Josef Perner (1983). “Beliefs about Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children’s Understanding of Deception”. Cognition, S: 13, s. 103–128.
Wittgenstein, Ludwig (1953). Philosophical Investigations (G. E. M. Anscombe, Çev.). Oxford, UK: Basil Blackwell.
Yoon, Jeung Eun (2015). Theory of Mind in Middle Childhood: Assessment and Prediction. Doktora Tezi. Iowa: University of Iowa.