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Yavaslar Dogru Y, Koc-Arik G, Doğru OC, Kazak Berument S. Receptive and expressive vocabulary performance in 2- to 5-year-olds in care: The role of different care types and temperament. J Exp Child Psychol 2024; 243:105924. [PMID: 38642417 DOI: 10.1016/j.jecp.2024.105924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 02/01/2024] [Accepted: 03/18/2024] [Indexed: 04/22/2024]
Abstract
The detrimental role of institutionalization in children's development has prompted the introduction of alternative care types designed to offer more personalized care. The current study aimed to test whether children in alternative care types (care villages, care homes, and foster care) performed better on vocabulary than those in institutions. The role of temperament, specifically perceptual sensitivity and frustration, and the interaction between temperament and care types on vocabulary performance were also explored. The study involved 285 2- to 5-year-old children from different care types, and they were assessed through receptive and expressive vocabulary tests and temperament scales. The results of the linear mixed model revealed that children in alternative care types exhibited significantly higher vocabulary scores compared with those in institutions. Moreover, perceptual sensitivity showed a positive association with receptive and expressive vocabulary skills and seemed to act as a protective factor by mitigating the lower vocabulary scores in institutions. Frustration moderated vocabulary outcomes differently for children in institutions and foster care, aligning with the diathesis-stress model and vantage sensitivity theory, respectively. The findings emphasize the positive role of alternative care types in vocabulary performance and the importance of children's temperamental traits in this process.
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Affiliation(s)
- Yesim Yavaslar Dogru
- Department of Psychology, Faculty of Letters, Karabuk University, Demir Celik Campus, 78050 Karabuk, Turkiye.
| | - Gizem Koc-Arik
- Department of Psychology, Faculty of Arts and Sciences, Tekirdag Namik Kemal University, 59030 Tekirdag, Turkiye
| | - Onur Cem Doğru
- Department of Psychology, Faculty of Arts and Sciences, Afyon Kocatepe University, Ahmet Necdet Sezer Campus, 03200 Afyonkarahisar, Turkiye
| | - Sibel Kazak Berument
- Department of Psychology, Faculty of Arts and Sciences, Middle East Technical University, 06800 Ankara, Turkiye
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Sehlstedt I, Hansson I, Hjelmquist E. The longitudinal relations between mental state talk and theory of mind. BMC Psychol 2024; 12:191. [PMID: 38582883 PMCID: PMC10998333 DOI: 10.1186/s40359-024-01692-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Accepted: 03/28/2024] [Indexed: 04/08/2024] Open
Abstract
BACKGROUND Previous investigations of associations between children's Theory of Mind (ToM) and parents' use of words relating to mental states (or mental state talk; MST) have predominantly been performed using cross-sectional designs and false belief tasks as indicators of ToM. METHODS We here report a longitudinal study of 3-5 year-olds (n = 80) investigating ToM development using the ToM scale and three different parental MST types: the absolute frequency of words, the proportions of words, and the vocabulary size. RESULTS Our results revealed significant relations between all parental MST types and later child ToM. Proportions of parental MST were most often related to the children's ToM at 4 years of age. However, the rate at which the children developed ToM from 3 to 5 years of age was associated with the other two parental MST type measures, namely, absolute frequency and vocabulary size. Additionally, our analyses revealed that parents' use of cognitive MST words (e.g., think, or know) were most frequently associated with children's ToM at 4 years of age compared to emotion and desire-related MST words. CONCLUSIONS We conclude that the parental ability to capture the thoughts, beliefs, and knowledge present in different scenarios is associated with children's ability to understand other minds. Moreover, parents' way of talking about the mental states of others is associated with their children's ability to understand and further develop ToM.
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Affiliation(s)
- Isac Sehlstedt
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden.
| | - Isabelle Hansson
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
| | - Erland Hjelmquist
- Department of Psychology, University of Gothenburg, P.O. Box 500, Gothenburg, SE, 405 30, Sweden
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Vishwanath R, Kamath AG, Thomas N, Guddattu V, Praharaj SK. Pattern of acquisition of theory of mind in pre-schoolers: A cross-sectional study from South India. Asian J Psychiatr 2023; 81:103443. [PMID: 36603402 DOI: 10.1016/j.ajp.2022.103443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 12/20/2022] [Accepted: 12/28/2022] [Indexed: 12/31/2022]
Abstract
BACKGROUND Theory of Mind (ToM) is an important part of children's social cognitive development. The pattern of ToM acquisition depends on many factors including culture, the number of family members, and siblings. This study aimed to examine the pattern of ToM acquisition in Indian culture. METHODS We conducted a cross-sectional study among preschool children (three to six years) (N = 118) from rural and urban backgrounds. ToM development was assessed using the Wellman and Liu Theory of Mind Scale and the Children's Social Understanding Scale (parent report). RESULTS The order of acquisition of ToM in Indian children was as follows: diverse desire> diverse belief> knowledge access> explicit false belief> content false belief> hidden emotion. The number of siblings positively correlated with the total ToM task score, and the number of adults in the family did not show any positive correlation. CONCLUSIONS Although India is a collectivistic country, the acquisition pattern of ToM in our population was like that of individualistic countries such as the United States.
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Affiliation(s)
- Rashmi Vishwanath
- Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Avinash G Kamath
- Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Nitha Thomas
- Consultant Clinical Psychologist, Manipal, Karnataka, India; PhD Scholar, Christ University, Bengaluru, Karnataka, India
| | - Vasudev Guddattu
- Department of Data Science, Prasanna School of Public Health, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Samir Kumar Praharaj
- Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India.
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Selcuk B, Gonultas S, Ekerim‐Akbulut M. Development and use of theory of mind in social and cultural context. CHILD DEVELOPMENT PERSPECTIVES 2022. [DOI: 10.1111/cdep.12473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Is cultural variation the norm? A closer look at sequencing of the theory of mind scale. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Silva C, Sousa-Gomes V, Fávero M, Oliveira S, Merendeiro CS, Oliveira J, Moreira D. Assessment of Preschool-age Executive Functions: A Systematic Review. Clin Psychol Psychother 2022; 29:1374-1391. [PMID: 35112430 DOI: 10.1002/cpp.2718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 01/28/2022] [Accepted: 01/31/2022] [Indexed: 11/09/2022]
Abstract
Executive functions (EF) are higher-order cognitive processes present in the prefrontal cortex, and are fundamental in planning, executing, and monitoring goal-oriented behaviors. Evaluating EF in early stages of child development is essential for identifying any cognitive alterations in young children, given that it allows for early intervention and minimizes future complications. Additionally, it contributes to a better understanding of this construct in this age bracket, as well as its operational model. Study of EF has recently been the focus of multiple researcher; however, there is still a serious lack of instruments and measurements validated towards children's age bracket. This systematic review's main goal is to evaluate instruments and/or tasks that serve to evaluate and analyze EF and/or their components between the ages of 36 and 72 months. Forty-nine studies were analyzed, containing multiple tasks and tools oriented towards EF and their constituent components. Results indicate the existence of various tasks that grade the different components independently from one another; nevertheless, they also confirm the lack of any global measurement instrument or method. Therefore, this systematic review presents itself as an important contribution in the study of EF, not only stressing the importance of further investing into constructing and validating new and better tools for evaluating the construct, but also the study of operating models of executive functioning, especially in an age bracket where comprehending it is notoriously difficult.
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Affiliation(s)
- Cristina Silva
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | - Valéria Sousa-Gomes
- University of Maia.,Institute of Psychology and Neuropsychology of Porto.,JusGov, University of Minho
| | | | - Susana Oliveira
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | | | | | - Diana Moreira
- Institute of Psychology and Neuropsychology of Porto.,University of Porto.,University Fernando Pessoa.,Centro de Solidariedade de Braga/Projecto Homem
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Kabha L, Berger A. The sequence of acquisition for theory of mind concepts: The combined effect of both cultural and environmental factors. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100852] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. CURRENT PSYCHOLOGY 2018. [DOI: 10.1007/s12144-018-9901-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Selcuk B, Brink KA, Ekerim M, Wellman HM. Sequence of theory-of-mind acquisition in Turkish children from diverse social backgrounds. INFANT AND CHILD DEVELOPMENT 2018. [DOI: 10.1002/icd.2098] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Bilge Selcuk
- Department of Psychology; Koç University; Istanbul Turkey
| | - Kimberly A. Brink
- Department of Psychology; University of Michigan; Ann Arbor Michigan USA
| | - Muge Ekerim
- Department of Psychology; Koç University; Istanbul Turkey
| | - Henry M. Wellman
- Department of Psychology; University of Michigan; Ann Arbor Michigan USA
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Sundqvist A, Holmer E, Koch FS, Heimann M. Developing theory of mind abilities in Swedish pre-schoolers. INFANT AND CHILD DEVELOPMENT 2018. [DOI: 10.1002/icd.2090] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Annette Sundqvist
- Infant and Child Lab, Behavioural Sciences and Learning; Linköping University; Linköping Sweden
| | - Emil Holmer
- Infant and Child Lab, Behavioural Sciences and Learning; Linköping University; Linköping Sweden
| | - Felix-Sebastian Koch
- Infant and Child Lab, Behavioural Sciences and Learning; Linköping University; Linköping Sweden
| | - Mikael Heimann
- Infant and Child Lab, Behavioural Sciences and Learning; Linköping University; Linköping Sweden
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Doenyas C, Yavuz HM, Selcuk B. Not just a sum of its parts: How tasks of the theory of mind scale relate to executive function across time. J Exp Child Psychol 2017; 166:485-501. [PMID: 29078144 DOI: 10.1016/j.jecp.2017.09.014] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Revised: 09/12/2017] [Accepted: 09/14/2017] [Indexed: 11/16/2022]
Abstract
There is a well-established relationship between theory of mind (ToM) and executive function (EF) during the preschool years. However, less is known about the concurrent and longitudinal relations between EF and specific tasks tapping different aspects of ToM. The current study investigated the ToM-EF relationship across 1 year in 3- to 5-year-old Turkish children using the ToM battery of Wellman and Liu (2004), which measures understanding of diverse desires (DD), diverse beliefs (DB), knowledge access (KA), contents false belief (CFB), explicit false belief (EFB), and hidden emotion (HE). This battery has not yet been used in its entirety to test the predictive relations between ToM and EF. We used peg-tapping and day-night tasks to measure EF. Our sample comprised 150 Turkish preschool children (69 girls) aged 36-60 months at Time 1 (T1) and 49-73 months at Time 2 (T2). Using the ToM composite with all six tasks, when child's age, receptive language, and T1 ability level (EF or ToM) were controlled, T1 EF significantly predicted T2 ToM, whereas T1 ToM did not predict T2 EF. Among DD, DB, KA, false belief understanding (FBU: the composite score of CFB and EFB), and HE, only KA and FBU were significantly associated with EF at T1 and T2. Further regression analyses showed that KA did not have a predictive relationship with EF. Instead, FBU drove the predictive EF-ToM relationship across time. Thus, in Turkish children, earlier EF predicts later ToM, but especially the FBU component, in this well-validated battery.
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Affiliation(s)
- Ceymi Doenyas
- Department of Psychology, Koç University, Sariyer 34450, Istanbul, Turkey
| | - H Melis Yavuz
- Department of Psychology, MEF University, Sariyer 34396, Istanbul, Turkey
| | - Bilge Selcuk
- Department of Psychology, Koç University, Sariyer 34450, Istanbul, Turkey.
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Selcuk B, Yavuz HM, Etel E, Harma M, Ruffman T. Executive function and theory of mind as predictors of socially withdrawn behavior in institutionalized children. SOCIAL DEVELOPMENT 2017. [DOI: 10.1111/sode.12252] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Korucu I, Selcuk B, Harma M. Self-Regulation: Relations with Theory of Mind and Social Behaviour. INFANT AND CHILD DEVELOPMENT 2016. [DOI: 10.1002/icd.1988] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Irem Korucu
- Department of Psychology; Koc University; Istanbul Turkey
| | - Bilge Selcuk
- Department of Psychology; Koc University; Istanbul Turkey
| | - Mehmet Harma
- Department of Psychology; Istanbul Kemerburgaz University; Istanbul Turkey
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