Investigation of the relationship between the theory of mind and creative thinking skills of children in rural area

Özsevgeç, Lale Cerrah; Azakli, Tuğba Kontaş

doi:10.1590/1982-0275202138e190155

Cited by 2 publications

(15 citation statements)

References 42 publications

(53 reference statements)

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“…The studies included were conducted in both low‐ and high‐income areas of New Zealand (Suddendorf & Fletcher‐Flinn, 1997, 1999), Spain (Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Ledesma‐González, et al., 2020; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Pavón, et al., 2020), and Turkey (Cerrah Özsevgeç & Kontaş Azakli, 2021; Sigirtmac, 2016). The sample was derived from different contexts, namely school settings, such as kindergartens in rural areas (Cerrah Özsevgeç & Kontaş Azakli, 2021) and public or private schools (Sigirtmac, 2016), playcentres (Suddendorf & Fletcher‐Flinn, 1997, 1999), and psychiatric hospitals and mental health networks (Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Ledesma‐González, et al., 2020; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Pavón, et al., 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Most of the studies were published between 2016 and 2021 (Cerrah Özsevgeç & Kontaş Azakli, 2021; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Ledesma‐González, et al., 2020; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Pavón, et al., 2020; Sigirtmac, 2016). Only two studies by Suddendorf and Fletcher‐Flinn (1997, 1999) were published during the late 1990s.…”

Section: Resultsmentioning

confidence: 99%

“…The total sample consisted of original research published in high‐impact international journals. Mostly those journals had a clear focus on psychology or psychiatry (Cerrah Özsevgeç & Kontaş Azakli, 2021; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Ledesma‐González, et al., 2020; Sampedro, Peña, Ibarretxe‐Bilbao, Sánchez, Iriarte‐Yoller, Pavón, et al., 2020) and creativity research (Suddendorf & Fletcher‐Flinn, 1997, 1999). Only one of the studies was published in a journal focusing on educational research (Sigirtmac, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Factors mediating the relationship between ToM and creativity Some of the studies included (N = 3) focused on age as a potential mediator in the relationship between ToM and creativity. For example, Cerrah Özsevgeç and Kontaş Azakli's (2021) analyses applied to examine the effect of ToM on creative skills by age through multiple regressions showed significant age differences only in the faux-pas tasks. Another study also attempted to examine the role of potential mediating variables in the relationship between ToM and creativity, such as the age and intelligence of preschoolers.…”

Section: The Relationship Between Tom and Creativitymentioning

confidence: 99%

“…It is thought that creativity can be investigated in the light of ToM since, to produce an original, novel, and unexpected idea, the individual is required to predict what others might think and promote (Suddendorf & Fletcher‐Flinn, 1999). Therefore, deliberate creativity, in which originality is an intended purpose and not a spontaneous behaviour, requires one's ability to ‘read’ the minds of others more or less accurately, to distinguish the ideas of others from his own, and use this ‘mindreading’ to produce unusual and original products (Cerrah Özsevgeç & Kontaş Azakli, 2021). In line with this, recent research has demonstrated that perspective‐taking, the ability to identify others' perspectives and use the ones that are considered as more useful, which is interrelated with ToM (Barnes‐Holmes et al., 2004), can also be a considerable predictor of creativity in adulthood (Grant & Berry, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan

Beloyianni,

Zbainos,

Karagianni

2024

British J of Dev Psycho

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In the previous psychoeducational literature, many theorists have argued that creativity and originality require the ability to make predictions and assumptions regarding other individuals' ideas. Thus, it has been widely hypothesized that social cognition and theory of mind (ToM) might be a fundamental component or even a prerequisite of creativity. Despite their common grounds, the empirical evidence examining the potential link between ToM and creative thinking throughout their development seems to be indirect, limited, and fragmented. In this respect, this scoping review aimed to collect and synthesize the existing knowledge about the relationship between ToM and creativity at different ages to identify significant literature gaps and generate updated research questions that might guide future research. The search process led to the inclusion, analysis, and collation of 6 relevant studies only, indicating that this research topic has been poorly investigated. Results demonstrated that ToM and creativity are strongly correlated even after partialling out significant mediators, such as age and intelligence. Such a strong association should be further investigated and explained.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: The Relationship Between Tom and Creativitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan

Beloyianni,

Zbainos,

Karagianni

2024

British J of Dev Psycho

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Learning as a permanent innovation

Almeida

Menezes

2023

Int J Innov Educ Res

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Even though research shows that incorporating metacognition-based pedagogy into the classroom leads to improved student performance, educators' grasp of the concept remains limited. It is argued that educators would benefit from a deeper familiarity with the metacognitive approach if they worked with students to foster a belief that education has the potential to inspire a lifelong curiosity for discovery and improvement. This article therefore provides a synthesis of the analysis of the outcomes of implementing metacognition-based pedagogical approaches (N = 83), published between 2016 and 2021. Researchers looked into teachers' conceptualizations and implementations of pedagogical strategies in order to comprehend the factors that stimulate students' perceptions of innovation. From these studies, we can infer that the learner experiences, perceives, and comprehends the new information as an integral part of himself, rather than as an imposition from without. The findings led to the presentation of five hypotheses about how educators can improve their practice by learning more about students' perceptions, cognitive experiments, and interpsychic and intrapsychic social relations.

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Investigation of the relationship between the theory of mind and creative thinking skills of children in rural area

Cited by 2 publications

References 42 publications

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan

From mindreading to originality: Exploring the relationship between Theory of Mind and Creativity across the lifespan

Learning as a permanent innovation

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