The role of institution and home contexts in theory of mind development

被引：71

作者：

Yagmurlu, B ^{[1
]}

Berument, SK

Celimli, S

机构：

[1] Koc Univ, Dept Psychol, TR-34450 Istanbul, Turkey

[2] Middle E Tech Univ, Dept Psychol, TR-06531 Ankara, Turkey

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2005年 / 26卷 / 05期

关键词：

theory of mind; parent influences; institutional rearing;

D O I：

10.1016/j.appdev.2005.06.004

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

To investigate the role of early context in theory of mind development, institutionalized children living in a boarding home (n = 34) in Turkey were compared to home-reared children coming from low (n = 32) and middle socioeconomic backgrounds (n = 44). Theory of mind was assessed with one deception and three false belief tasks; Peabody PVT and Raven CPM were administered to control for language and nonverbal intelligence. Results indicated a context effect whereby home-reared children performed better than institution-reared children on theory of mind tasks. Hierarchical regression analysis further revealed that institution rearing/adult-child ratio predicted theory of mind performance even after age, socioeconomic background, language and nonverbal intelligence were accounted for. Findings suggest the significance of adult-child interaction for theory of mind development. (c) 2005 Elsevier Inc. All rights reserved.

引用

页码：521 / 537

页数：17

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