Theory of Mind Complex Task: Validity Based on Relationships with External Variables
Main Article Content
Abstract
Most research on theory of mind (ToM) focuses on preschool years, with few studies targeting later years, especially in the national context. The aim of this study was to investigate evidence of the validity of a ToM complex task from the relationship with the external variables: age, type of school and vocabulary. Ninety-eight children, aged between 6 and 9, from private and public schools participated. Results showed age and school effect, with better performance of children from private schools. There was a positive, significant and moderate magnitude correlation with vocabulary. This study provides the first sources of evidence of task validity, indicating that age and type of school were relevant variables for ToM performance, and therefore should be considered in the elaboration of future norms.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content.
References
Ahmadi, S. Z. Z., Jalaie, S., & Ashayeri, H. (2015). Validity and reliability of published comprehensive Theory of Mind tests for normal preschool children: A systematic review. Iranian Journal of Psychiatry, 10(4), 214. Recuperado de https://www.ncbi. nlm.nih.gov/pmc/articles/PMC4801491/#__ffn_sectitle
Associação Brasileira de Empresas de Pesquisa (2016). Critério Brasil 2015 e atualização da distribuição de classes para 2016. Recuperado de http://www.abep.org/criterio-brasil
Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of Faux Pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29(5), 407–418. doi:10.1023/A:1023035012436
Bock, A. M., Gallaway, K. C., & Hund, A. M. (2015). Specifying links between executive functioning and theory of mind during middle childhood: Cognitive flexibility predicts social understanding. Journal of Cognition and Development, 16(3), 509–521. do i:10.1080/15248372.2014.888350
Calero, C. I., Salles, A., Semelman, M., & Sigman, M. (2013). Age and gender dependent development of theory of mind in 6- to 8-years old children. Frontiers in Human Neuroscience, 7, 281. doi:10.3389/fnhum.2013.00281
Corcoran, R., Mercer, G., & Frith, C.D. (1995). Schizophrenia, symptomatology and social inference: investigating theory of mind in people with schizophrenia. Schizophrenia Research, 17, 5–13. Recuperado de http://www.schres-journal.com/article/ 0920-9964(95)00024-G/pdf
Devine, R. T., & Hughes, C. (2013). Silent Films and Strange Stories: Theory of mind, gender, and social experiences in middle childhood. Child Development, 84(3), 989– 1003. doi:10.1111/cdev.12017
Dias, N. M., Batista, L. S., & Mecca, T. M. (no prelo). Evidências de validade do Teste de Teoria da Mente para Crianças: Relação com funções executivas. Revista Neuropsicologia Latinoamericana.
Ebert, S., Peterson, C., Slaughter, V., & Weinert, S. (2017). Links among parents’ mental state language, family socioeconomic status, and preschoolers’ theory of mind development. Cognitive Development, 44, 32–48. doi:10.1016/J.COGDEV.2017.08.005
Engel de Abreu, P., Tourinho, C., Puglisi, M., Nikaedo, C., Abreu, N., Miranda, M., Befi- -Lopes, D., Bueno, O., & Martin, R. (2015). A pobreza e a mente: perspectiva da ciência cognitiva. Walferdange, Luxembourg: The University of Luxembourg. Recuperado de https://orbilu.uni.lu/bitstream/10993/20933/1/Engel de Abreu et al._Poverty and the Mind.pdf
Fonseca, R. P., Jacobsen, G. M., & Pureza, J. R. (2015). O que um bom teste neuropsicológico deve ter? In J. Salles, V. Haase, & M.-D. L. (Eds.), Neuropsicologia do desenvolvimento: Infância e adolescência (pp. 53–64). Porto Alegre: Artmed.
Gonçalves. B. (2017). Teoria da mente e problemas de comportamento em pré-escolares: Um estudo correlacional. Dissertação de mestrado, Centro Universitário Fieo, Osasco, SP, Brasil.
Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language. Frontiers in Psychology, 9, 724. doi:10.3389/fpsyg.2018.00724
Happé, F. (1994). Wechsler IQ profile and theory of mind in autism: A research note. Journal of Child Psychology and Psychiatry, 35(8), 1461–1471. doi:10.1111/j.1469-7610.1994.tb01287.x
Happé, F., Cook, J. L., & Bird, G. (2017). The structure of social cognition: In(ter)dependence of sociocognitive processes. Annual Review of Psychology, 68, 243–267. doi:10.1146/annurev-psych-010416-044046
Hughes, C., & Devine, R. T. (2015). A social perspective on theory of mind. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (p. 564–609). New Jersey: John Wiley & Sons.
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. doi:10.1037/dev0000140
Mattos, P., Serra-Pinheiro, M. A., Rohde, L. A., & Pinto, D. (2006). Apresentação de uma versão em português para uso no Brasil do instrumento MTA-SNAP-IV de avaliação de sintomas de transtorno do déficit de atenção/hiperatividade e sintomas de transtorno desafiador e de oposição. Revista de Psiquiatria do Rio Grande do Sul, 28(3), 290–297.
Mecca, T. P., Dias, N. M., Oliveira, P. V, & Muniz, M. (2018). Theory of Mind Test for Children: Content validity. Psico-USF, 23(3), 393–407. doi:10.1590/1413-82712018230301
Mecca, T. P., Gonçalves, B., Pontes, J. M., & Dias, N. M. (2016). Cognição social: Relação com variáveis ambientais e desfechos comportamentais. In T. P. Mecca, N. M. Dias, & A. A. Berberian (Orgs.), Cognição social: Teoria, pesquisa e aplicação (pp. 90–99). São Paulo: Memnon.
O’Hare, A. E., Bremner, L., Nash, M., Happé, F., & Pettigrew, L. M. (2009). A clinical assessment tool for advanced theory of mind performance in 5 to 12 year olds. Journal of Autism and Developmental Disorders, 39(6), 916–928. doi:10.1007/ s10803-009-0699-2
Oliveira, P. V. (2016). Evidências de validade e precisão do Teste de Teoria da Mente para Crianças. Dissertação de mestrado, Centro Universitário Fieo, Osasco, SP, Brasil. doi:10.11606/D.59.2014.tde-06102014-213825
Oliveira, P. V., & Mecca, T. M. (2016). Ferramentas para avaliação de teoria da mente na infância. In T. P. Mecca, N. M. Dias & A. A. Berberian (Eds.), Cognição social: teoria, pesquisa e aplicação (pp. 110–125). São Paulo: Memnon.
Osório, A., Castiajo, P., Ferreira, R., Barbosa, F., & Martins, C. (2011). Metodologias de avaliação do desenvolvimento da cognição social da infância até a idade pré-escolar. Análise Psicológica, 29(2), 259–274. Recuperado de http://www.scielo.mec.pt/pdf/aps/v29n2/v29n2a06.pdf
Pontes, J. M. (2016). Ambiente familiar e teoria da mente em crianças pré-escolares. Dissertação de Mestrado. Programa de Pós-graduação em Psicologia Educacional. Centro Universitário FIEO, Osasco, SP.
Rodrigues, M. C., Pelisson, M. C. C., Silveira, F. F., Ribeiro, N. N., & Silva, R. L. M. (2015). Evaluation of theory of mind: A study with students from public and private schools. Estudos de Psicologia, 32(2), 213–220. doi:10.1590/0103-166X2015000200006
Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159–1174. doi:10.1111/cdev.12372
Souza, D. H., & Velludo, N. (2016). O desenvolvimento da teoria da mente. In T. P. Mecca, N. M. Dias, & A. A. Berberian (Orgs.). Cognição social: Teoria, pesquisa e aplicação (pp. 42–53). São Paulo: Memnon.
Wechsler, D. (2014). WASI – Escala Wechsler Abreviada de Inteligência. São Paulo: Casa do Psicólogo.
Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728–755. doi:10.1080/17405629.2018.1435413
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