Theory of Mind and Reactions to Emotional Responses in Children with Visual Impairments: A Comparison with Sighted Children

Year 2023, Volume: 24 Issue: 2, 199 - 214, 01.06.2023

Hale Çotuk , Selda Özdemir

https://doi.org/10.21565/ozelegitimdergisi.890063

Cited By: 1

Abstract

Introduction: Theory of Mind (ToM) is a social cognitive process that provides the basis for positive social responses in personal interactions. Possessing ToM makes it possible to recognize and understand other people’s thoughts, beliefs, and emotions. Due to the relationship between ToM and understanding emotions, the purpose of this study was to compare the reactions to emotional responses (happy and sad) of children with low vision, children with severe visual impairments, and sighted children with the ToM processes. The research's purpose was to investigate the relationships between the children's ToM scores and their responses to emotional expressions
Method: The study consisted of 20 children with low vision (x = 58.45, sd = 1.74), 19 children with severe visual impairments (x = 60.36, sd = 1.84), and 20 sighted children (x̄ = 60.35, ss = 1.58) who were between the ages of 48 and 72 months and did not have additional disabilities or developmental delays. Participants were initially assessed with the ToM, First Order False Belief, Unexpected Location, and Unexpected Content tasks. In the second stage, the researcher played with each child for about 20 minutes to assess the participants' reactions to emotional responses. The researchers created emotional social scenarios implemented within a play dyad through which the researcher would display happy and sad feelings. Children’s reactions to emotional responses were coded and analyzed.
Findings: The study findings showed that children with severe visual impairments received lower scores on the ToM tasks than children with low vision and sighted children. Additionally, results indicated that children with low vision and severe visual impairments displayed increased ignorance toward the researcher’s emotional expressions compared to sighted children. The current study found that children with severe visual impairments and sighted children’s ToM scores were related to their reactions to emotional responses.
Discussion: Findings from the current study suggest that children with severe visual impairments may display emotional reaction difficulties while participating in various emotional and social situations. Based on the study results, suggestions for future research and early intervention practices were provided.

Keywords

Emotions, emotional responses, theory of mind, children with severe visual impairments, children with low vision

Görme Yetersizliği Olan Çocuklarda Zihin Kuramı ve Duygu Tepkileri: Gören Çocuklarla Bir Karşılaştırma

Abstract

Giriş: Zihin kuramı, insanlar arası ilişkilerde uyumlu sosyal tepkilerin temelini oluşturan sosyal bilişsel bir süreçtir. Zihin kuramına sahip olmak diğer insanların düşünce inanç gibi bilişsel süreçleriyle birlikte duygularını tanıma ve anlamanın önünü açar. Zihin kuramının duyguları anlamayla yakın ilişkisi nedeniyle bu araştırmada ağır görme yetersizliğinden etkilenmiş, az gören ve gören çocukların zihin kuramı süreçleri ile duygu ifadelerine verdikleri tepkilerinin (mutlu ve üzgün) karşılaştırılarak incelenmesi amaçlanmıştır. Araştırma kapsamında katılımcı çocukların zihin kuramı puanları ile duygu ifadelerine gösterdikleri tepkiler arasındaki ilişkilerin incelenmesi hedeflenmiştir.
Yöntem: Araştırmaya yaşları 48 ile 72 ay arasında olan, görme yetersizliği haricinde ek bir yetersizlik ve gelişimsel gecikme sergilemeyen 20 az gören (x̄ = 58.45, ss = 1.74), 19 ağır görme yetersizliğinden etkilenmiş çocuk (x̄ = 60.36, ss = 1.84) ve 20 gören çocuk (x̄ = 60.35, ss = 1.58) katılmıştır. Araştırma kapsamında ilk olarak katılımcı çocukların zihin kuramı, birinci derece yanlış kanı atfı becerileri, yer değiştirme ve beklenmedik İçerik görevleriyle değerlendirilmiştir. İkinci aşamada katılımcı çocukların başkalarının duygu ifadelerine verdikleri tepkileri değerlendirmek amacıyla her bir çocukla 20 dakika boyunca oyun oynamıştır. Oyun sürecinde araştırmacı oyun kurgusu ile uyumlu, mutlu ve üzgün duygu ifadelerini sergileyeceği sosyal durumlar oluşturmuş ve mutlu ve üzgün duygularını sergilemiştir.
Bulgular: Araştırmanın sonuçları ağır görme yetersizliğinden etkilenmiş çocukların, az gören ve gören akranlarına göre zihin kuramı puanlarının düşük olduğunu göstermiştir. Bununla birlikte ağır görme yetersizliğinden etkilenmiş ve az gören çocukların gören akranlarına oranla araştırmacının sergilediği duygu ifadelerini daha fazla görmezden gelme tepkileri sergiledikleri de belirlenmiştir. Araştırmada ağır görme yetersizliği olan çocukların ve gören çocukların zihin kuramı puanlarının farklı duygu ifade tepkileri ile ilişkili olduğu saptanmıştır.
Tartışma: Bu çalışmadan elde edilen sonuçlar ışığında ağır görme yetersizliği sergileyen çocukların sosyal uyum problemleri sergileyebileceği tartışılmış, erken müdahale uygulamaları ve ileri araştırmalara yönelik önerilere yer verilmiştir.

Keywords

Duygular, duygusal tepkiler, zihin kuramı, ağır görme yetersizliğinden etkilenmiş çocuklar, az gören çocuklar, children with severe visual impairments, children with low vision

References

• Ahn, H. J. (2003). Teachers' role in the socialization of emotion in three child care centers (Publication No. 3096920) [Doctoral dissertation, Pennsylvania State University]. ProQuest Dissertations and Theses database.
• Anghel, D. (2012). The development of Theory of Mind in children with congenital visual ımpairments. Scientific Journal of Humanistic Studies, 4(7), 229-235. https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope
• Aronson, E., Wilson, T. D., & Akert, R. M. (2012). Social psychology (8th ed.). Pearson.
• Astington, J. W., & Baird, J. A. (2005). Introduction: Why language matters. In J. W. Astington, & J. A. Baird (Eds.), Why language matters for Theory of Mind (pp. 3-25). Oxford University Press.
• Baron‐Cohen, S., & Cross, P. (1992). Reading the eyes: Evidence for the role of perception in the development of a Theory of Mind. Mind & Language, 7(1‐2), 172-186. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-0017.1992.tb00203.x
• Bartoli, G., Bulgarelli, D., & Molina, P. (2019). Theory of Mind development in children with visual impairment: The contribution of the adapted comprehensive test ToM storybooks. Journal of Autism and Developmental Disorders, 49(9), 3494-3503. https://link.springer.com/article/10.1007/s10803-019-04064-3
• Brambring, M., & Asbrock, D. (2010). Validity of false belief tasks in blind children. Journal of Autism and Developmental Disorders, 40(12), 1471-1484. https://link.springer.com/article/10.1007/s10803-010-1002-2
• Cole, P. M., Jenkins, P. A., & Shott, C. T. (1989). Spontaneous expressive control in blind and sighted children. Child Development, 60(3), 683-688. https://www.jstor.org/stable/1130733?casa_token=u1gm4RHaCNEAAAAA%3AQkBzV3aDnE5A0FX
• Corn, A. L., Lusk, K. E. (2010). Perspectives on low vision. In A. L. Corn, & J. N. Erin (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 3-34). AFB.
• 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://dergipark.org.tr/en/pub/ozelegitimdergisi/issue/29614/669915
• DeMorat, M. G. (1998). Emotion socialization in the classroom context: A functionalist analysis (Publication No. 9921584) [Doctoral dissertation, University of California- Santa Barbara]. ProQuest Dissertations and Theses database.
• Dickerson, L. R., Smith, P. B., & Moore, J. E. (1997). An overview of blindness and visual impairment. In J. E. Moore, W. H. Graves, & J. B. Patterson (Eds.), Foundations of rehabilitation counseling with persons who are blind or visually impaired (pp. 3-23). AFB.
• DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447-461. https://onlinelibrary.wiley.com/doi/abs/10.1901/jaba.2007.40-447?casa_token=k0-
• Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C., Kupfer, A. S., & Fabricius, W. V. (2011). Emotion understanding, Theory of Mind, and prosocial orientation: Relations over time in early childhood. https://www.tandfonline.com/doi/full/10.1080/17439760.2010.536776?casa_token=GjyAQPCkGjMAA
• Galati, D., Sini, B., Schmidt, S., & Tinti, C. (2003). Spontaneous facial expressions in congenitally blind and sighted children aged 8-11. Journal of Visual Impairment & Blindness, 97(7), 418-428. https://journals.sagepub.com/doi/abs/10.1177/0145482X0309700704?casa_token=k3Z3GyyXXsMAA
• Glumbic, N., Jablan, B., & Hanak, N. (2011). Theory of Mind of the persons with visual impairments: Theoretical explanations and assessment procedures. Specijalna Edukacija i Rehabilitacija (Beograd), 10(3), 495-508. http://www.casopis.fasper.bg.ac.rs/izdanja/SEIR2011/vol10br3/2Spec_Edu_i_Reh
• Green, S., Pring, L., & Swettenham, J. (2004). An investigation of first‐order false belief understanding of children with congenital profound visual impairment. British Journal of Developmental Psychology, 22(1), 1-17. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/026151004772901087?casa_token=of5LG
• Greenaway, R., & Dale, N. J. (2017). Congenital visual impairment. In L. Cummings (Ed.), Research in clinical pragmatics, series: Perspectives in pragmatics, philosophy & psychology (pp. 1-45). Springer International.
• Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's Theory of Mind and emotion. Cognition & Emotion, 3(4), 379-400. https://www.tandfonline.com/doi/abs/10.1080/02699938908412713
• Hess, U., Adams Jr, R. B., & Kleck, R. E. (2009). The face is not an empty canvas: How facial expressions interact with facial appearance. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3497-3504. https://royalsocietypublishing.org/doi/full/10.1098/rstb.2009.0165
• Hobson, R. P. (1990). On acquiring knowledge about people and the capacity to pretend: Response to Leslie (1987). Psychological Review, 97(1), 114-121. https://psycnet.apa.org/record/1990-14380-001
• Hughes, C., & Dunn, J. (1997). “Pretend you didn't know”: Preschoolers' talk about mental states in pretend play. Cognitive Development, 12(4), 477-497. https://www.sciencedirect.com/science/article/abs/pii/S0885201497900198
• Hughes, C., & Leekam, S. (2004). What are the links between Theory of Mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13(4), 590-619. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-
• Hyson, M. (2004). The emotional development of young children: Building an emotion-centered curriculum. Teachers College Press.
• Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
• Korkmaz, B. (2011). Theory of Mind and neurodevelopmental disorders of childhood. Pediatric Research, 69(5), 101R-108R. https://www.nature.com/articles/pr92011100
• Lang, M., Hintermair, M., & Sarimski, K. (2017). Social-emotional competences in very young visually impaired children. British Journal of Visual Impairment, 35(1), 29-43. https://journals.sagepub.com/doi/full/10.1177/0264619616677171?casa_token=GlWmljytcOgAAAAA
• Minter, M., Hobson, R. P., & Bishop, M. (1998). Congenital visual impairment and ‘Theory of Mind.’ British Journal of Developmental Psychology, 16(2), 183-196. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-
• Ontai, L. L., & Thompson, R. A. (2008). Attachment, parent–child discourse and Theory‐of‐Mind development. Social Development, 17(1), 47-60. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-
• Peterson, C. C., Peterson, J. L., & Webb, J. (2000). Factors influencing the development of a Theory of Mind in blind children. British Journal of Developmental Psychology, 18(3), 431-447. https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/026151000165788?casa_token=t7QW-
• Pijnacker, J., Vervloed, M. P. J., & Steenbergen, B. (2012). Pragmatic abilities in children with congenital visual impairment: An exploration of non-literal language and advanced Theory of Mind understanding. Journal of Autism and Developmental Disorders, 42(11), 2440-2449. https://pubmed.ncbi.nlm.nih.gov/22437442/
• Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: evidence from 14-and 18-month-olds. Developmental Psychology, 33(1), 12-21. https://psycnet.apa.org/record/1997-02105-003
• Roch‐Levecq, A. C. (2006). Production of basic emotions by children with congenital blindness: Evidence for the embodiment of Theory of Mind. British Journal of Developmental Psychology, 24(3), 507-528. https://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1348/026151005X50663?casa_token=HRUpfa
• Sak-Wernicka, J. (2016). Exploring Theory of Mind use in blind adults during natural communication. Journal of Psycholinguistic Research, 45(4), 857-869. https://link.springer.com/article/10.1007/s10936-015-9379-x
• Savaşır, I., Sezgin, N., & Erol, N. (1994). Ankara Gelişim Tarama Envanteri el kitabı [Ankara Development Screening Inventory manual].Ankara Üniversitesi Tıp Fakültesi.
• Seja, A. L., & Russ, S. W. (1999). Children's fantasy play and emotional understanding. Journal of Clinical Child Psychology, 28(2), 269-277. https://www.tandfonline.com/doi/abs/10.1207/s15374424jccp2802_13?casa_token=bclj6u6Xye0AAAA
• Şen, G. (2015). Görme yetersizliğinden etkilenen çocuklar ile olağan gelişim gösteren çocukların Zihin Kuramı becerileri ve sosyal becerileri arasındaki ilişkinin karşılaştırılması (Tez Numarası: 450079) [Yüksek lisans tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Thornton, S. (2002). Growing minds: An introduction to cognitive development. Palgrave Macmillan.
• Trevarthen, C. (2012). The generation of human meaning: How shared experience grows in infancy. In A. Seemann (Ed.), Joint attention: New developments in psychology, philosophy of mind, and social neuroscience (pp.73-113). MIT Press.
• Walle, E. A., & Campos, J. J. (2012). Interpersonal responding to discrete emotions: A functionalist approach to the development of affect specificity. Emotion Review, 4(4), 413-422. https://journals.sagepub.com/doi/full/10.1177/1754073912445812?casa_token=yu0aqnB7iA4AAAAA
• Wellman, H. M. (2014). Making minds: How Theory of Mind develops. Oxford University Press.
• Wellman, H. M., & Liu, D. (2004). Scaling of Theory‐of‐Mind tasks. Child Development, 75(2), 523-541. https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-
• Wellman, H. M., & Woolley, J. D. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35(3), 245-275. https://www.sciencedirect.com/science/article
• Wittmer, D. S., & Petersen, S. H. (2016). Infant and toddler development and responsive program planning: A relationship-based approach (4th ed.). Pearson.
• Wolffe, K. E. (2000). Adults with low vision: Personal, social and ındependent living needs. In A. L. Corn, & A. J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 322-339). AFB.
• Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental Psychology, 28(1), 126-136. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.28.1.126