Sequence of Theory-of-Mind Acquisition in Turkish Children from Diverse Social Backgrounds

Autor/inn/en	Selcuk, Bilge; Brink, Kimberly A.; Ekerim, Muge; Wellman, Henry M.
Titel	Sequence of Theory-of-Mind Acquisition in Turkish Children from Diverse Social Backgrounds
Quelle	In: Infant and Child Development, 27 (2018) 4, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Selcuk, Bilge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2098
Schlagwörter	Theory of Mind; Gender Differences; Socioeconomic Status; Foreign Countries; Preschool Children; Child Development; Collectivism; Beliefs; Individualism; Adults; Family Environment; Sociocultural Patterns; Cultural Differences; Developing Nations; Turkey + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Belief; Glaube; Individualismus; Familienmilieu; Soziokulturelle Theorie; Kultureller Unterschied; Developing country; Developing countries; Entwicklungsland; Türkei
Abstract	We examined the sequence of theory of mind (ToM) acquisition in 260 Turkish children (Mage = 53.36 months, SD = 10.37) and the demographic factors associated with it. Children came from 5 different cities in Turkey. Their ToM skills were measured using ToM Scale, which probes various mental state understandings from diverse desires to hidden emotions. These Turkish children demonstrated the traditional, collectivist ToM acquisition pattern evident in Iran and China with earlier understanding of knowledge access than diverse beliefs, not the western, individualist pattern evident in the United States, Australian, and German children. Gender, socio-economic status (SES), and number of adults living in the home influenced the pace of children's ToM acquisitions. A post hoc analysis examined a minority of children that exhibited individualist ToM acquisition with earlier achievement of diverse beliefs than knowledge access. The results contribute to a fuller sociocultural understanding of ToM development including examination of variations within a single heterogeneous developing country. They also further suggest the importance of exposure to different ideas and beliefs in large households for earlier understanding of varying belief states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01