Theory of Mind: An Overview and Behavioral Perspective

Schlinger, Henry D.

doi:10.1007/bf03395673

Cited by 51 publications

(27 citation statements)

References 43 publications

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“…[6,[23][24][25] and there is considerable evidence that many adults have ToM abilities of levels 3 and 4, with some subjects succeeding in tasks requiring level 5 reasoning, yet even level 2 reasoning is beyond the reach of almost all state-of-the-art planning tools.…”

Section: From Autistic Planning To Social Planningmentioning

confidence: 99%

Social Planning for Trusted Autonomy

Miller

Pearce

Sonenberg

2018

Foundations of Trusted Autonomy

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Section: From Autistic Planning To Social Planningmentioning

confidence: 99%

Social Planning for Trusted Autonomy

Miller

Pearce

Sonenberg

2018

Foundations of Trusted Autonomy

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“…Second, relatively few lines are dedicated to implications of Skinner's analysis of verbal behavior for ToM-related phenomena. Including at least one thorough and relevant discussion paper (i.e., Schlinger, 2009) in Chapter 6 would give practitioners a more complete account of behavioranalytic conceptualizations of ToM and perspective-taking skills.…”

Section: Chapters 4 5 and 6: Behavior-analytic Conceptualizations Omentioning

confidence: 99%

A Review of Behavioral Foundations of Effective Autism Treatment

Karsten

Andrade

Cividini‐Motta

et al. 2012

Behav Analysis Practice

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Behavior analysts must base their practices on both the conceptual foundations and the validated technologies of our field. In recognition of these important facets of effective practice, Mayville and Mulick (2011) have produced an edited book aimed at "developing the conceptually sound and procedurally innovative behavior analysts that are so badly needed" (p. x) within the burgeoning field of autism treatment. We summarize the content of this book and evaluate its utility to practitioners working with people with autism spectrum disorders. Keywords: applied behavior analysis, autism, book review, practitioners ABSTRACT I

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“…Early childhood is also among these periods. The development of all areas of the child who has had positive experiences during this period shows a positive progress (Schlinger, 2009;Santrock, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Erken çocukluk dönemi de bu dönemler arasındadır. Bu dönemde olumlu yaşantılar geçiren çocuğun tüm alanlardaki gelişimi olumlu ilerleyiş göstermektedir (Schlinger, 2009;Santrock, 2011).…”

Section: Introductionunclassified

Anasınıfına devam eden çocuklara verilen drama eğitiminin çocukların zihinsel becerilerine etkisinin incelenmesi

Demir

Kılınç²

2018

J Early Child Stu

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Öz: Okul öncesi dönemde gelişim alanlarının birbiriyle ilişkisi oldukça fazladır ve çocuğun gelişiminin desteklenmesi büyük önem arz etmektedir. Zihin kuramının gelişimi bireyin sosyal ve bilişsel gelişiminin bir dönüm noktası olarak kabul edilmektedir. Zihin kuramı becerilerine ilişkin alan yazında bulunan çalışmaların oldukça sınırlı olduğu görülmektedir. Drama eğitimi ile zihin kuramı becerilerinin karşılaştırıldığı çalışmalar literatürde yok denecek kadar azdır. Bu çalışmada çocukların farklı bilgi ve beceriler edinmesine önemli katkıları bulunan drama eğitiminin çocukların zihinsel düşünme becerilerinin kazandırılmasına etkisini incelemek amaçlanmaktadır. Bu amacı gerçekleştirmek için deneysel yöntem kullanılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Kişisel Bilgi Formu" ile anasınıfı çocuklarının zihinsel düşünme becerilerini ölçmek için Wellman ve Liu (2004) Abstract: Preschool period is called critical years regarding development. Cognitive development is closely related with other developmental areas. Studies on the theory of mind skills appears to be quite limited. The studies in which, the theory of drama and the mind theory skills are compared, are rarely found in the literature. For this reason, it is aimed to investigate the effect of drama education in the children's mental thinking skills. Experimental method has been used to realize this purpose. The "Personal Information Form" developed by the researchers as a means of data collection and the Mind Theory Scale adapted to Turkish by Gözün Kahraman (2012) developed by Wellman and Liu (2004) were used in the research to measure the mental thinking skills of the kindergarten children. The scale was applied face-to-face to child by the practitioner and performed as pre-test, post-test, follow-up test. The study group consisted of a total of 30 children, including 15 experimental groups and 15 control groups, who continued to the pre-school education institution in the province of Ankara, Çankaya. As a result of measuring mind theory skills among children which get drama education, significant differences were determined in five sub-dimensions positively.

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Theory of Mind: An Overview and Behavioral Perspective

Abstract: Theory of mind (ToM)

Cited by 51 publications

References 43 publications

Social Planning for Trusted Autonomy

Social Planning for Trusted Autonomy

A Review of Behavioral Foundations of Effective Autism Treatment

Anasınıfına devam eden çocuklara verilen drama eğitiminin çocukların zihinsel becerilerine etkisinin incelenmesi

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