Browsing by Subject "Theory of mind scale"

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Open Access
Culturally constituted universals: evidential basis of belief matters
(John Wiley & Sons Ltd., 2023-03-16) Haskaraca, F. N.; Ilgaz, Hande; Bortfeld, H.; Haan, Michelle de; Messinger, D.
Differences in the sequence with which children pass the tasks in Wellman and Liu's (2004) theory of mind (ToM) battery is increasingly bringing into question the universal and cultural specifics of children's developing understanding of others' minds. Children from China, Iran, and Turkey pass the knowledge access (KA) task of the battery earlier than they pass the diverse beliefs (DB) task (e.g., Selcuk et al., 2018). This pattern is the reverse of what has been documented with children from Australia and the US (e.g., Peterson et al., 2005). This paper presents three studies with Turkish samples that explore the possible reasons for developmental sequence and performance differences in the ToM battery. Study 1 investigated Turkish-speaking adults' judgments of appropriateness for different epistemic verbs as used in the DB and false belief (FB) tasks. Study 2 investigated whether adults' performance (i.e., accuracy, reaction time) on FB tasks were affected by culturally preferred uses of these verbs. Collectively these studies showed that adults found different epistemic language (“guess,” “think,” and the Turkish-specific “falsely think”) to be appropriate for different belief-based tasks. However, there was no difference in adults' performance based on epistemic language. In Study 3, Turkish-speaking preschoolers' performance in belief-related tasks based on variations in epistemic language and epistemic features (i.e., presence of evidence) was investigated. Among five modifications, Turkish children benefited only from a modification that involved the manipulation of the epistemological basis for ambiguous beliefs (i.e., visual evidence for belief).
Open Access
Is cultural variation the norm? A closer look at sequencing of the theory of mind scale
(Elsevier, 2022-06-01) Ilgaz, Hande; Allen, Jedediah Wilfred Papas; Haskaraca, F. N.
Wellman and Liu's (2004) ToM scale canonized efforts to generate a developmentally nuanced understanding of ToM. Further elaboration has come from studies showing some variability in task sequencing across two broad categories of culture (i.e., ‘Collectivist’, ‘Individualist’). The current study contributes to our understanding of ToM by exploring intra-cultural variation in task sequencing for a Turkish sample. The ToM scale, language, and EF tasks were administered to 366 preschoolers. When analyzed as a single group, preschoolers showed a sequence most consistent with Chinese/Iranian samples. However, when children were grouped according to age, 3-year-olds were most similar to the US/Australian samples, 4-year-olds were most similar to Chinese/Iranian samples, and 5-year-olds showed a new sequence where knowledge access was the easiest. The analyzes suggest that EF alone was related to the differences in sequencing. Current findings imply that explaining sequence differences may require considering the interactive effects of culture and cognitive abilities.