3-5 Yaş Grubu Çocuklara Yönelik Zihin Kuramı Testi: Geçerlik Güvenirlik Çalışması

Year 2022, Volume: 55 Issue: 55, 31 - 61, 29.01.2022

Burcu Kılıç Tülü , Cevriye Ergül

https://doi.org/10.15285/maruaebd.966350

Cited By: 1

Abstract

Zihin kuramının sosyal beceriler başta olmak üzere birçok beceri ile ilişkisi bu becerilerin değerlendirilmesine olan ilgiyi artırmıştır. Bu araştırmada üç ila beş yaşındaki çocukların zihin kuramı becerilerini değerlendirmeye yönelik Zihin Kuramı Testinin geliştirilmesi amaçlanmıştır. Açımlayıcı araştırma modelindeki bu araştırmaya; tipik gelişen, anadili Türkçe olan, alıcı dil becerileri kronolojik yaşıyla uyumlu 528 çocuk katılmıştır. Çocukların alıcı dil düzeyleri Türkçe Erken Dil Gelişimi Testinin alıcı dil alt alanı kullanılarak belirlenmiştir. Geliştirilen Zihin Kuramı Testinin kapsam geçerliği, yapı geçerliği, ayırıcılık geçerliği, ölçüt geçerliğ, test-tekrar test ve iç tutarlık katsayıları incelenmiştir. Yapı geçerliğine ilişkin analizler sonucunda; üç, dört ve beş yaş için ayrı testler elde edilmiş ve her yaş düzeyinde beş alt test yer almıştır. Üç ve dört yaşa yönelik testte 27 madde, beş yaşa yönelik testte ise 26 madde yer almaktadır. Maddelerin ayırıcılık düzeyleri genel olarak çok yüksektir. Testin ölçüt geçerliğinin orta ve yüksek olduğu; test-tekrar-test güvenirliklerinin, üç ve beş yaş için genel olarak yüksek; dört yaş için ise yüksek olduğu belirlenmiştir. İç tutarlılık katsayılarının tüm yaş düzeyleri için yüksek olduğu bulunmuştur. Bulgular temelinde testin geçerli ve güvenilir bir araç olduğu sonucuna ulaşılmıştır.

Keywords

Zihin kuramı, zihin kuramı yetersizlikleri, yanlış inanç, duygusal ve bilişsel zihin kuramı, duyguları tanıma, duyguları anlama

The Test of Theory of Mind for Children Aged 3-5 Years: A Validity and Reliability Study

Abstract

The theory of mind’s relationship with many skills, in particular social skills, has increased the interest in evaluation these skills. The aim of this study is to develop the Test of Theory of Mind for assessing 3- to 5-year-old children’s theory of mind skills. This study has been conducted using the explanatory research model. A total of 528 children between the ages of three and five, showing typical development, with Turkish as their native language, and showing age-appropriate receptive language performance participated in the study. The children’s receptive language levels were determined using the receptive language subtest from the Turkish Early Language Development Test. This study has examined the content validity, construct validity, discriminant validity, criterion validity test-retest, and internal consistency of the Test of Theory of Mind. Separate tests have been obtained for 3-, 4-, and 5-year-old children as a result of the analyses of construct validity. Each test had five subtests. The tests for 3- and 4-year-old children each had 27 items, while the test for 5-year-old children had 26 items. The items’ discrimination levels were generally very high. The tests had medium and high criterion validity. The test-retest reliability was also high for all three tests. The tests’ internal consistency values were found to be high as well. Based on these results, the test has been considered as a valid and reliable tool.

Keywords

Theory of mind, lack of theory of mind, false belief, emotion and cognitive theory of mind, recognise of emotion, understanding emotions

References

• Albanese, O., & Molina, P. (2008). The development of emotion comprehension and its assessment. The Italian standardization of the test of emotion comprehension (TEC). Milan, Italy: Unicopli.
• Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Commentary on "Meta-analysis of theory-of-mind development: The truth about false belief." Child Development, 72(3), 685–687. doi:10.1111/1467-8624.00305
• Altıntaş, M. (2014). Çocuklar için Zihin Kuramı Testi Bataryası’nın 4-5 yaş Türk çocuklarına uyarlanması, geçerlik ve güvenirlik çalışması. (Yayımlanmamış yüksek lisans tezi). Haliç Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Astington, J. W., & Baird, J. A. (2005). Why language matters for theory of mind. New York, NY: 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. doi:10.1371/journal.pone.0074899
• Baron-Cohen, S., O’Riordan, M., Jones, R., Stone, V. E., & Plaisted, K. (1999). A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 407-418. Doi:10.1371/journal.pone.0082422
• Bigelow, A., E. (2008). Relations Among Preschool Children's Understanding of Visual Perspective Taking, False Belief, And Lying Journal of Cognition and Development, 9(4), 411 - 433. doi:10.1080/15248370802678299
• Bradmetz, J., & Schneider, R. (1999). Is Little Red Riding Hood afraid of her grand mother? Cognitive vs. emotional response to a false belief. British Journal of Developmental Psychology, 17, 501-514. doi:10.1348/026151099165438
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavram¬lar ve ölçek geliştirmede kullanımı. Kuram Ve Uy¬gulamada Eğitim Yönetimi, 32(32), 470-483. doi:10365/126871
• Cavallini, E., Lecce, S., Bottırolı, S., Palladino, P., & Pagnin, A. (2013). Beyond false belief: Theory of mind in young, young-old, and old-old adults. The International Journal of Aging and Human Development, 76(3), 181-198.
• Chadsey-Rush, J. (1992). Toward defining and measuring social skills in employment settings. American Journal on Mental Retardation, 96(4), 405-418. EJ441387
• Costello, A. B. & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1-9. doi:10.1.1.110.9154
• Cutting, A. L., & Dunn, J. (2002). The cost of understanding other people: Social cognition predicts young children’s sensitivity to criticism. Journal of Child Psychology and Psychiatry, 43, 849–860. doi:10.1111/1469-7610.t01-1-00047
• Çotuk, H. & Özdemir, S. (2021). Görme yetersizliğinden etkilenmiş çocuklar ile gören çocukların duygu ifadelerine verdikleri tepkilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.669915
• Deneault, J. (2015). Children’s Understanding of Behavioral Consequences of Epistemic States: A Comparison of Knowledge, Ignorance, and False Belief. The Journal Of Genetıc Psychology, 176(6), 386–407. doi:10.1080/00221325.2015.1096233
• Deneault, J., & Ricard, M. (2013). Are emotion and mind understanding differently linked to young children’s social adjustment? Relationships between behavioral consequences of emotions, false belief, and SCBE. Journal of Genetic Psychology, 174, 88–116. doi:10.1080/00221325.2011.642028
• Denham, S. A. (1986). Social cognition, prosocial behavior, and emotions in preschoolers: Contextual validation. Child Development, 57, 194–201. doi:10.2307/1130651
• Devine, R. T., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52, 758–771. doi:10.1037/ dev0000105
• Döhnel, K., Schuwerk, T., Sodian, B., Hajak, G., Rupprecht, R., & Sommer, M. (2017). An fMRI study on the comparison of different types of false belief reasoning: False belief-based emotion and behavior attribution. Social Neuroscience, 12(6), 730-742.
• Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York, NY: Guilford.
• Erkuş, A., Sünbül, Ö., Ömür-Sünbül, S., Yormaz, S. ve Aşiret, S. (2017). Psikolojide Ölçme ve Ölçek Geliştirme-II: Temel Kavramlar ve İşlemler. Pegem Akademi Yayıncılık: Ankara.
• Flavell, J. F. (1999). Children's Knowledge About the Mind. Cognitive Development. Annual Review, 50, 21-45. Doi: 10.1146/annurev.psych.50.1.21
• Flavell, J. H., Flavell, E. R., & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95–120. doi:10.1016/0010-0285(83)90005-1
• Girli, A., & Tekin, D. (2010). Investigating false belief levels of typically developed children and children with autism. Procedia Social and Behavioral Sciences 2, 1944–1950.
• Gopnik, A., & Wellman, H. M. (1992). Why child’s theory of mind really is a theory. Mind and Language, 7, 145-171. doi:10.1111/j.1468-0017.1992.tb00202.x
• Gosselin, P., Warren, M., & Diotte, M. (2002). Motivation to hide emotion and children’s understanding of the distinction between real and apparent emotions. The Journal of Genetic Psychology, 163(4), 479-495. doi:10.1080/00221320209598697
• Güven, S. & Topbaş, S. (2014). Adaptation of the Test of Early Language Development - Third Edition (TELD-3) into Turkish: Reliability and Validity Study. International Journal of Early Childhood Special Education 6(2),151-176.
• Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach children with autism to understand emotions, belief, or pretence? Development and Psychopathology, 8, 345–365. doi:10.1017/S0954579400007136
• Happe, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843–855. doi:10.2307/1131954
• Harris, P. L. (1992). From simulation to folk psychology: The case for development. Mind and Language, 7, 120– 144. Doi: 10.1111/j.1468-0017.1992.tb00201.x
• Harris, P. L. (1994). The child’s understanding of emotion: Developmental changes and the family environment. Journal of Child Psychology and Psychiatry, 35, 3–28. Doi: 10.1111/j.1469-7610.1994.tb01131.x
• Hogrefe, G. G.-J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567– 582. doi:10.2307/1130337
• Hooper, D., Coughlan, J., Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60. doi:10.4236/psych.2017.89086
• Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching Children with Autism to Mind-Read: A Practical Guide. Chichester: John Wiley & Sons.
• Hresko W. P., Reid D. K., Hammill D.D. (1999). Test of Early Language Development (TELD) Third Edition. PRO-ED. Austin:Texas.
• Hughes, C., & Ensor, R. (2006). Behavioural problems in 2-year-olds: Links with individual differences in theory of mind, executive function and harsh parenting. Journal of Child Psychology and Psychiatry, 47(5), 488–497. doi:10.1111/j.1469-7610.2005.01519.x
• Hutchins, T. L., Prelock, P. A., & Chace W. (2008b).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. doi:10.1177/1088357608322998
• Hutchins, T., Bonazinga, L., Prelock, P. A., & Taylor, R. S. (2008a). Beyond false beliefs: The development and psychometric evaluation of the perceptions of children’s theory of mind measure experimental version (PCToMM-E). Journal of Autism and Developmental Disorders, 38(1), 143–155. doi:10.1007/s10803-011-1244-7
• Ike Anggraika, K., Peterson, C. C., & Slaughter, V. (2017). Culture, parenting, and children’s theory of mind development in Indonesia. Journal of Cross-Cultural Psychology, 48(9), 1389–1409.
• Izard, C. E., Schultz, D., Fine, S. E., Yougstrom, E., & Ackerman, B. P. (2001). Temperament, cognitive ability, emotion knowledge, and adaptive social behavior. Imagination, Cognition and Personality, 19(4), 305–330.
• Joseph, R. M., & Tager-Flusberg, H. (2004). The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16, 137–155.
• Kahraman, O. G. (2012). Zihin kuramına dayalı eğitim programının 48-60 aylık çocukların bilişsel bakış açısı becerileri ve prososyal davranışları üzerindeki etkisinin incelenmesi (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
• Karasar, N. (2015). Bilimsel Araştırma Yöntem. Ankara: Nobel Yayıncılık.
• Keçeli-Kaysılı, B. (2013). Zihin Kuramı: Otizm Spektrum Bozukluğu Olan ve Normal Gelişen Çocukların Performanslarının Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(1) 83-103.
• Kılıç Tülü, B., & Ergül, C. (2015). Öğrenme güçlüğü olan çocukların sözel olmayan ipuçları ile aktarılan duyguları algılama becerileri. Türk Psikoloji Dergisi, 30(76), 32-44.
• Koski, S. E., & Steck, E. H. M. (2010). Empathic chimpanzees: Proposal of the levels of emotional and cognitive processing in chimpanzee empathy. European Journal of Developmental Psychology, 7(1), 38–66.
• Landa, R. J., & Goldberg, M. C. (2005). Language, social, and executive functions in high functioning autism: A continuum, of performance. Journal of Autism and Developmental Disorders, 35, 557–573.
• Lecce, S., Caputi, M., & Hughes, C. (2011). Does sensitivity to criticism mediate the relationship between theory of mind and academic competence? Journal of Experimental Child Psychology, 110, 313 –331. doi:10.1016/j.jecp.2011.04.011
• Lecce, S., Caputi, M., & Pagnin, A. (2014). Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism. European Journal of Developmental Psychology, 11, 305– 318. doi:abs/10.1080/17405629.2013.821944
• Lockl, K., Ebert, S., & Weinert, S. (2017). Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings. Learning and Individual Differences, 53, 93-102.
• Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2015). Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology. Advance online publication. doi:10.1080/17405629.2015.1093930
• Mayes, L., Klin, A., Tercyak, K. P., Cicchetti, D. V., & Cohen, D. J. (1996). Test-retest reliability for false-belief tasks. Journal of Child Psychology and Psychiatry, 37, 313–319. doi:10.1177/1088357608322998
• Meltzoff, A. N., & Moore, M. K. (1997). Imitation, memory, and the representation of persons. Infant Behaviour Development, 17, 83–99. Doi: 10.1016/0163- 6383(94)90024-8
• Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Multiple Regression. In Applied multivariate research: Design and interpretation (pp.147-196). Thousand Oaks, CA: Sage Publications
• Nader-Grosbois, N., Houssa, M., & Mazzone, S. (2013). How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities? Research in Developmental Disabilities, 34, 2642-2660
• Peterson, C. C., Slaughter, V., Moore, C., & Wellman, H. M. (2016). Peer social skills and theory-of-mind development in children with autism, deafness or typical development. Developmental Psychology, 52, 46–57. https://doi.org/10.1037/a0039833
• Pons, F., & Harris, P. (2000). Test of Emotion Comprehension (TEC). Oxford, UK: Oxford University.
• Pons, F., Harris, P. L., & De Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127-152. doi:10.1080/17405620344000022
• Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (So long as they are looking into a single barrel). Child Development, 61(4), 973-982. EJ417108.
• Ruffman, T., & Keenan, T. R. (1996). The belief-based emotion of suprise: The case for a lag in understanding relative to false belief. Developmental Psychology, 32(1), 40–49. doi:10.1037/0012-1649.32.1.40
• Salvucci, S., Walter, E., Conley, V., Fink, S., & Saba, M. (1997). Measurement error studies at the National Center for Education Statistics (NCES). Washington D. C.: U. S. Department of Education.
• Stanzione, C. & Schick, B. (2014). Environmental language factors in theory of mind development: Evidence from children who are deaf/hard-of-hearing or who have specific language impairment. Topics in Language Disorders, 34, 296–312.
• Tabachnick, B. G., & Fidell, L. S. (2015). Using Multivariate Statistics (Sixth Edition). Boston: Ally And Bacon.
• Tardif, T., Wellman, H. M., Fong-Fung, H. Y., Liu, D., & Fung, F. (2005). Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong. Developmental Psychology, 41 (3), 562-573. doi:10.1037/0012-1649.41.3.562
• Taymaz-Sarı, O. (2011). Zihin Kuramı hikâyeleri testinin Türk çocuklarına uyarlanması ve okul öncesi dönemdeki normal gelişim gösteren, zihin engelli ve otizmli çocukların Zihin Kuramı gelişimlerinin karşılaştırılması (Yayımlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC, US: American Psychological Association.
• Wellman, H. M. (2002). Understanding the psychological world: Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 167–187). Oxford, England: Blackwell.
• Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. doi:10.1111/j.1467-8624.2004.00691.x
• Wellman, H. M., & Woolley, J. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245-275. doi:10.1016/0010-0277(90)90024-e
• Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655–684. doi:10.1111/1467-8624.00304
• Widen, S. C., & Russell, J. A. (2004). The relative power of an emotion’s facial expression, label, and behavioral consequences to evoke preschoolers’ knowledge of its cause. Cognitive Development, 19, 111–125. doi:10.1016/j.cogdev.2003.11.004
• 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. doi:10.1016/0010-0277(83)90004-5
• Woolley, J. D., & Wellman, H. M. (1993). Origin and truth: Young children’s understanding of imaginary mental representations. Child Development, 64,1-17. doi:10.2307/1131434