Social competence, theory of mind, and executive function in institution-reared Turkish children

Etel, Evren; Yağmurlu, Bilge

doi:10.1177/0165025414556095

Cited by 37 publications

(25 citation statements)

References 57 publications

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“…Gender did not show any effect; therefore, the analyses were collapsed over gender. Considering the previous literature which indicates that second-order false belief reasoning starts to manifest itself between the ages five and seven [10,11] and that Turkish children’s development of first-order and second-order false belief reasoning shows a similar pattern with children in Western countries [58,60,61], we divided participants into the following two age groups: children younger than 6;6 were assigned to a younger age group and children older than 6;6 to an older age group:…”

Section: Methodsmentioning

confidence: 99%

Syntactic Recursion Facilitates and Working Memory Predicts Recursive Theory of Mind

2017

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In this study, we focus on the possible roles of second-order syntactic recursion and working memory in terms of simple and complex span tasks in the development of second-order false belief reasoning. We tested 89 Turkish children in two age groups, one younger (4;6–6;5 years) and one older (6;7–8;10 years). Although second-order syntactic recursion is significantly correlated with the second-order false belief task, results of ordinal logistic regressions revealed that the main predictor of second-order false belief reasoning is complex working memory span. Unlike simple working memory and second-order syntactic recursion tasks, the complex working memory task required processing information serially with additional reasoning demands that require complex working memory strategies. Based on our results, we propose that children’s second-order theory of mind develops when they have efficient reasoning rules to process embedded beliefs serially, thus overcoming a possible serial processing bottleneck.

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Section: Methodsmentioning

confidence: 99%

Syntactic Recursion Facilitates and Working Memory Predicts Recursive Theory of Mind

2017

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“…The literature shows that all these abilities -ToM (Milligan, Astington, & Dack, 2007), effortful control (Blair & Razza, 2007), executive function (Carlson et al, 2004;Hughes & Ensor, 2008) and social behaviours (Astington & Jenkins, 1995;Etel & Yagmurlu, 2015) are related to age and language. Therefore, in examining these associations, we conducted mediation analyses in structural equation modelling (SEM), controlling for language and age.…”

Section: Present Studymentioning

confidence: 99%

“…Executive function was measured with two widely used tasks, the day-night and peg-tapping tasks, both of which require children to inhibit a dominant response, remember the rule and perform the subdominant response for correct responding (see Etel & Yagmurlu, 2015 for a similar measurement). The day-night task used in this study is a modified version of the original task by Gerstadt, Hong, and Diamond (1994).…”

Section: Executive Functionmentioning

confidence: 99%

“…The ToM scale of Wellman and Liu (2004) that includes six tasks was used to measure ToM: diverse desires, knowledge access, contents false belief, diverse beliefs, explicit false beliefs and hidden emotion (see Wellman & Liu, 2004 for description of each task). Earlier studies have not reported any effect of task order (Etel & Yagmurlu, 2015;Wellman & Liu, 2004); hence, they were presented in the order as presented previously. Each task included a contrast or control question and a target question.…”

Section: Theory Of Mindmentioning

confidence: 99%

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Self‐Regulation: Relations with Theory of Mind and Social Behaviour

Korucu

Selçuk

Harma

2016

Infant and Child Development

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It is argued that self‐regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self‐regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self‐regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self‐regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self‐regulation with social competence. The findings highlighted the importance of self‐regulation for socio‐cognitive and social development in the preschool years. Copyright © 2016 John Wiley & Sons, Ltd.

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“…All of the measures utilized in the current study had previously been translated into Turkish and used in research conducted with Turkish preschool children. Turkish versions of the Penn Interactive Peer Play Scale (PIPPS: Öztürk, ), Social Competence and Behavioral Evaluation Scale (SCBE: Çorapçı, Aksan, Arslan‐Yalçin, & Yağmurlu, ), day–night and peg tapping tasks (Orta, Çorapçı, Yağmurlu, & Aksan, ), and the FBU tasks (Etel & Yağmurlu, ; Kahraman, ; Yağmurlu et al, ) have all been found to be reliable and valid measures for Turkish child samples.…”

Section: Methodsmentioning

confidence: 99%

Executive function and theory of mind as predictors of socially withdrawn behavior in institutionalized children

et al. 2017

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False‐belief understanding and executive functions are two main sociocognitive abilities reliably linked to child social competence. Although institution‐reared children are especially at risk for behavioral problems and cognitive delays, the role that executive function and false‐belief understanding might play in the social withdrawal of institutionalized children has not been examined. The current study used two‐wave data to investigate the concurrent and longitudinal relations of social withdrawal with executive function and false‐belief understanding in institutionalized children; it also allowed investigation of the directionality between executive function and false‐belief understanding. Data were collected from 66 Turkish children (T1 M = 57.83 months, SD = 9.20; T2 M = 69.58 months, SD = 8.45) residing in institutions, at two time points, approximately 1 year apart. We measured false‐belief understanding and executive function via individual assessments, and social withdrawal via care provider reports at both time points. Results showed that both executive function and false‐belief understanding increased between T1 and T2, while social withdrawal did not show a significant change. Path analysis revealed that when T1 age and language were controlled, T1 executive function predicted T2 executive function, and in turn, T2 executive function predicted lessened social withdrawal at T2. In addition, T1 executive function predicted T2 false‐belief understanding. T1 false‐belief understanding was not related to T2 false‐belief understanding, executive function, or social withdrawal. Findings suggested that executive function is an important predictor of social withdrawal in high‐risk populations.

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Social competence, theory of mind, and executive function in institution-reared Turkish children

Cited by 37 publications

References 57 publications

Syntactic Recursion Facilitates and Working Memory Predicts Recursive Theory of Mind

Syntactic Recursion Facilitates and Working Memory Predicts Recursive Theory of Mind

Self‐Regulation: Relations with Theory of Mind and Social Behaviour

Executive function and theory of mind as predictors of socially withdrawn behavior in institutionalized children

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