Öz
Theory of mind (ToM) research mostly focuses upon the age at which children can pass laboratory ToM tasks, with less attention paid to how these acquired ToM abilities are actually used. We outline situational, social, and personal factors that may influence the deployment of ToM abilities in social settings. Although research on the social utilization of ToM is nascent, we wish to draw attention with this brief review to the need for, and the possibility of, a shift in focus in the field from the time of acquisition, to conditions helping or hampering the deployment of ToM in social contexts for children, as well as for adults. Such a perspective can help situate the extensive laboratory findings on ToM in real- life contexts and move closer to understanding the role of this socio-cognitive ability in actual social interactions, which is only natural given that ToM is considered as one of the foundations for social understanding.
Anahtar Kelimeler
Mental State Understanding Theory of Mind Social Interaction
Kaynakça
- Astington J. W. & Edward M. J. (2010). “The Development of Theory of Mind in Early Childhood”. Social Cognition in Infancy 5 (2010) 16-27.
- Black J. & Barnes J. L. (2015). “Fiction and Social Cognition: The Effect of Viewing Award-Winning Television Dramas on Theory of Mind”. Psychology of Aesthetics, Creativity, and the Arts 9 (2015) 423-429.
- Bosacki S. & Astington J. W. (1999). “Theory of Mind in Preadolescence: Relations Between Social Understanding and Social Competence”. Social Development 8 (1999) 237-255.
- Carpenter J. M., Green M. C. & Vacharkulksemsuk T. (2016). “Beyond Perspective-Taking: Mind- Reading Motivation”. Motivation and Emotion 40 (2016) 358-374.
- Christie A. (1926). The Murder of Roger Ackroyd. London 1926.
- Converse B. A., Lin S., Keysar B. & Epley N. (2008). “In the Mood to Get Over Yourself: Mood Affects Theory-of-Mind Use”. Emotion 8 (2008) 725-730.
- Domes G., Heinrichs M., Michel A., Berger C. & Herpertz S. C. (2007). “Oxytocin Improves “Mind- Reading” in Humans”. Biological Psychiatry 61 (2007) 731-733.
- Dumontheil I., Apperly I. A. & Blakemore S. J. (2010). “Online Usage of Theory of Mind Continues to
- Develop in Late Adolescence”. Developmental Science 13 (2010) 331-338.
- Epley N., Morewedge C. K. & Keysar B. (2004). “Perspective Taking in Children and Adults: Equivalent Egocentrism But Differential Correction”. Journal of Experimental Social Psychology 40 (2004) 760-768.
- Ermer E., Guerin S. A., Cosmides L., Tooby J. & Miller M. B. (2006). “Theory of Mind Broad and Narrow: Reasoning About Social Exchange Engages ToM Areas, Precautionary Reasoning Does Not”. Social Neuroscience 1 (2006) 196-219.
- Flavell J. H. (2004). “Theory-of-Mind Development: Retrospect and Prospect”. Merrill-Palmer Quarterly 50 (2004) 274-290.
- Gallagher H. L., Jack A. I., Roepstorff A. & Frith C. D. (2002). “Imaging the Intentional Stance in a
- Competitive Game”. Neuroimage 16 (2002) 814-821.
- Gönültaş S., Selçuk B., Slaughter V., Hunter J. & Ruffman T. (2019 [in press]). “The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?”. Child Development, Early Online View (2019) [in press].
- Grueneisen S., Wyman E. & Tomasello M. (2015). “‘I Know You Don't Know I Know…’ Children Use Second‐Order False‐Belief Reasoning for Peer Coordination”. Child Development 86 (2015) 287-293. Gutsell J. N. & Inzlicht M. (2010). “Empathy Constrained: Prejudice Predicts Reduced Mental Simulation of Actions During Observation of Outgroups”. Journal of Experimental Social Psychology 46 (2010) 841-845.
- Hayashi H. (2007). “Children’s Moral Judgments of Commission and Omission Based on Their Understanding of Second-Order Mental States”. Japanese Psychological Research 49 (2007) 261-274. Jordan J. J., McAuliffe K. & Warneken F. (2014). “Development of In-Group Favoritism in Children’s Third-Party Punishment of Selfishness”. Proceedings of the National Academy of Sciences 111 (2014) 12710-12715.
- Keysar B., Lin S. & Barr D. J. (2003). “Limits on Theory of Mind Use in Adults”. Cognition 89 (2003) 25-41.
- Kidd D. C. & Castano E. (2013). “Reading Literary Fiction Improves Theory of Mind”. Science 342/6156 (2013) 377-380.
- McCabe K., Houser D., Ryan L., Smith V. & Trouard T. (2001). “A Functional Imaging Study of Cooperation in Two-Person Reciprocal Exchange”. Proceedings of the National Academy of Sciences 98 (2001) 11832-11835.
- Meijering B., van Rijn H., Taatgen N. & Verbrugge R. (2011). “I Do Know What You Think I Think:
- Second-Order Theory of Mind in Strategic Games is Not That Difficult”. Proceedings of the 33 rd Annual Conference of the Cognitive Science Society (2011) 2486-2491
Uygulamalı Zihin Kuramı: Sosyal İlişkilerde Başkalarının Düşüncelerini Kavrama Becerisinin Kullanımı
Öz
Zihin kuramı araştırmaları çoğunlukla çocukların laboratuvar ortamlarında sunulan zihin kuramı görevlerini geçmeye başladıkları yaşın ne olduğuna odaklanır ve edinilen zihin kuramı becerilerinin gerçekte nasıl kullanıldığına daha az önem verir. Bu makalede, edinilen zihin kuramı becerilerinin sosyal ortamlarda uygulanmasını etkileyebilecek durumsal, sosyal ve kişisel faktörler incelenmiştir. Bu makale ile alanda zihin kuramının edinilme yaşından ziyade sosyal hayatta kullanımına yardımcı olan ya da engelleyen koşullara odaklanmanın, bu sosyal içerikli becerinin tanımına uygun bir şekilde incelenmesi için önemli olduğunu vurgulamak istemekteyiz. Çocuklar gibi yetişkinler için de bu becerinin edinilmiş olması, sosyal ortamlarda kullanılacağı anlamına gelmemekte ve yetişkinlerin zihin kuramı becerilerini hangi koşullarda daha fazla veya daha az kullanıldığının incelenmesi de önem taşımaktadır. Bu tür bir bakış açısı, zihin kuramı üzerine yapılmış kapsamlı laboratuvar bulgularını gerçek hayatın bağlamında yerleştirmeye yardımcı olabilir. Böylece, sosyo-bilişsel kabiliyetin gerçek sosyal etkileşimlerdeki rolünü anlamaya daha da yaklaşılabilir, ki bu da zihin kuramının sosyal anlayışın temellerinden biri olduğu düşünüldüğünde böyle bir yaklaşımın ne kadar gerekli olduğunun altını çizmektedir.
Anahtar Kelimeler
Kaynakça
- Astington J. W. & Edward M. J. (2010). “The Development of Theory of Mind in Early Childhood”. Social Cognition in Infancy 5 (2010) 16-27.
- Black J. & Barnes J. L. (2015). “Fiction and Social Cognition: The Effect of Viewing Award-Winning Television Dramas on Theory of Mind”. Psychology of Aesthetics, Creativity, and the Arts 9 (2015) 423-429.
- Bosacki S. & Astington J. W. (1999). “Theory of Mind in Preadolescence: Relations Between Social Understanding and Social Competence”. Social Development 8 (1999) 237-255.
- Carpenter J. M., Green M. C. & Vacharkulksemsuk T. (2016). “Beyond Perspective-Taking: Mind- Reading Motivation”. Motivation and Emotion 40 (2016) 358-374.
- Christie A. (1926). The Murder of Roger Ackroyd. London 1926.
- Converse B. A., Lin S., Keysar B. & Epley N. (2008). “In the Mood to Get Over Yourself: Mood Affects Theory-of-Mind Use”. Emotion 8 (2008) 725-730.
- Domes G., Heinrichs M., Michel A., Berger C. & Herpertz S. C. (2007). “Oxytocin Improves “Mind- Reading” in Humans”. Biological Psychiatry 61 (2007) 731-733.
- Dumontheil I., Apperly I. A. & Blakemore S. J. (2010). “Online Usage of Theory of Mind Continues to
- Develop in Late Adolescence”. Developmental Science 13 (2010) 331-338.
- Epley N., Morewedge C. K. & Keysar B. (2004). “Perspective Taking in Children and Adults: Equivalent Egocentrism But Differential Correction”. Journal of Experimental Social Psychology 40 (2004) 760-768.
- Ermer E., Guerin S. A., Cosmides L., Tooby J. & Miller M. B. (2006). “Theory of Mind Broad and Narrow: Reasoning About Social Exchange Engages ToM Areas, Precautionary Reasoning Does Not”. Social Neuroscience 1 (2006) 196-219.
- Flavell J. H. (2004). “Theory-of-Mind Development: Retrospect and Prospect”. Merrill-Palmer Quarterly 50 (2004) 274-290.
- Gallagher H. L., Jack A. I., Roepstorff A. & Frith C. D. (2002). “Imaging the Intentional Stance in a
- Competitive Game”. Neuroimage 16 (2002) 814-821.
- Gönültaş S., Selçuk B., Slaughter V., Hunter J. & Ruffman T. (2019 [in press]). “The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?”. Child Development, Early Online View (2019) [in press].
- Grueneisen S., Wyman E. & Tomasello M. (2015). “‘I Know You Don't Know I Know…’ Children Use Second‐Order False‐Belief Reasoning for Peer Coordination”. Child Development 86 (2015) 287-293. Gutsell J. N. & Inzlicht M. (2010). “Empathy Constrained: Prejudice Predicts Reduced Mental Simulation of Actions During Observation of Outgroups”. Journal of Experimental Social Psychology 46 (2010) 841-845.
- Hayashi H. (2007). “Children’s Moral Judgments of Commission and Omission Based on Their Understanding of Second-Order Mental States”. Japanese Psychological Research 49 (2007) 261-274. Jordan J. J., McAuliffe K. & Warneken F. (2014). “Development of In-Group Favoritism in Children’s Third-Party Punishment of Selfishness”. Proceedings of the National Academy of Sciences 111 (2014) 12710-12715.
- Keysar B., Lin S. & Barr D. J. (2003). “Limits on Theory of Mind Use in Adults”. Cognition 89 (2003) 25-41.
- Kidd D. C. & Castano E. (2013). “Reading Literary Fiction Improves Theory of Mind”. Science 342/6156 (2013) 377-380.
- McCabe K., Houser D., Ryan L., Smith V. & Trouard T. (2001). “A Functional Imaging Study of Cooperation in Two-Person Reciprocal Exchange”. Proceedings of the National Academy of Sciences 98 (2001) 11832-11835.
- Meijering B., van Rijn H., Taatgen N. & Verbrugge R. (2011). “I Do Know What You Think I Think:
- Second-Order Theory of Mind in Strategic Games is Not That Difficult”. Proceedings of the 33 rd Annual Conference of the Cognitive Science Society (2011) 2486-2491
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Sosyal ve Kişilik Psikolojisi (Diğer) |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Haziran 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 9 Sayı: 1 |
| Adres: Akdeniz İnsani Bilimler Dergisi Akdeniz Üniversitesi, Edebiyat Fakültesi 07058 Kampüs, Antalya / TÜRKİYE | E-Posta: mjh@akdeniz.edu.tr |