Validation of the ToMas-child Scale for the Assessment of the Theory of Mind in a Group of Spanish Speaking Children Aged 3 to 7 Years from Spain

Rivas-Garcia, Sandra; Bateman, Andrew; Caracuel, Alfonso

doi:10.1080/87565641.2020.1764567

Cited by 6 publications

(4 citation statements)

References 66 publications

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“…While a few existing ToM measures have adopted developmental and multidimensional constructs, they lack specific items addressing developmental components, respectively, in both cognitive and affective dimensions. Consequently, they cannot concurrently assess ToM developmental components in these two dimensions ( Happé, 1994 ; Wellman and Liu, 2004 ; Hutchins et al, 2008a , b ; Richardson et al, 2018 ; Rivas-Garcia et al, 2020 ). In contrast, the ToMA-P was meticulously designed with specific items targeting developmental components in both dimensions.…”

Section: Discussionmentioning

confidence: 99%

“…Various measures are available to evaluate ToM in preschool children, including compound measures such as the Strange Stories ( Happé, 1994 ), ToM Scale ( Wellman and Liu, 2004 ), Theory of Mind Task Battery ( Hutchins et al, 2008a , b ), Theory of Mind Booklet Task ( Richardson et al, 2018 ), and ToM assessment scale in children (ToMas-child) ( Rivas-Garcia et al, 2020 ). However, a recent systematic review suggests that these compound ToM measures lack particular items on the developmental components, respectively, in the cognitive and affective dimensions ( Fu et al, 2023 ).…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of the newly developed Preschool Theory of Mind Assessment (ToMA-P)

Fu,

Chen,

Chen

et al. 2024

Front. Psychol.

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IntroductionTheory of mind (ToM) refers to the ability to understand and attribute mental states to oneself and others. A ToM measure is warranted for preschool children to assess their ToM development from a multidimensional perspective (i.e., cognitive and affective dimensions). This study aimed to develop the Preschool Theory of Mind Assessment (ToMA-P) and to evaluate its construct validity and applicability.MethodsThe ToMA-P was developed based on comprehensive literature review and revised with expert panel feedback. Its psychometric properties were evaluated in 205 typically developing preschoolers with Rasch analysis for its dimensionality, item difficulties, and convergent validity.ResultsThe results indicated that all ToMA-P items, except for one, fit the hypothesized two-dimensional construct. The item difficulties in the cognitive and affective dimensions followed developmental sequences. The ToMA-P scores exhibited good convergent validity, as evidenced by its significant correlations with age, verbal comprehension, adaptive functions, and daily ToM performance (p < 0.05). Children’s responses and behaviors also showed that the ToMA-P has good applicability.DiscussionThis study provides empirical evidence that the ToMA-P measures cognitive and affective ToM following developmental sequences, and that it has potential as a clinical tool for assessing ToM in preschool children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and validation of the newly developed Preschool Theory of Mind Assessment (ToMA-P)

Fu,

Chen,

Chen

et al. 2024

Front. Psychol.

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“… Sirois et al (2019) argue that there are shortcomings in the detection of these deficits, and therefore SC tasks should be included in assessment protocols employed following childhood TBI. In this regard the instruments available are questionnaires for parents such as the Children’s Empathy Quotient (EQ-C) ( Auyeung et al, 2009 ) and performance-based instruments, for example, the ToMas-child ( Rivas-Garcia et al, 2020 ) which measures theory of mind in children aged three to 7 years of age. Howewer, researchers have highlighted the need to develop more instruments to assess social cognition during childhood ( On et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of training in expressing positive emotions, reacting to change and greeting peers after childhood traumatic brain injury: a single-case experimental study

et al. 2023

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BackgroundSocial cognitive deficits are common after traumatic brain injury (TBI). The participant in this single-case experimental design (SCED) was 7 years old when he sustained a severe TBI. After 2 years in rehabilitation, he continues to show deficits in social cognition.ObjectiveTo determine the effectiveness of three interventions, each aimed at improving a behavior altered by social cognition deficits. These behaviors were: (1) expression of positive emotions, (2) reacting to changes in plans, and (3) greeting classmates.MethodAn A-B-A’ design was used for each behavior. In addition, each behavior was targeted with a rehabilitation program applied over 10 sessions.ResultsFor the first behavior, changes between phases B-A’ (NAP = 0.712) and A-A’ (NAP = 0.864) indicated improvements in the child’s ability to express positive emotions. In the second behavior, changes in the intensity of reactions between phases B and A’ (NAP = 0.815) and A vs. A’ (NAP = 0.834) indicated that the child adapted to changes in a plan and to unexpected situations in a more adaptive way. For the third behavior, changes in the number of greetings between phases A and B (NAP = 0.883) and A vs. A’ (NAP = 0.844) suggested that during the third phase of the study, the participant fully acquired the habit of greeting peers and increased his interactions with others.ConclusionWhile the participant showed improvements in all three targeted behaviors, due to the complexity of the third behavior, it is recommended that in future research, the intervention targeting social interactions should be applied over a longer timeframe to ensure that improvements are more stable in the long term.

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“…The Theory of Mind Scale, which is widely used in this context, was developed by Wellman and Liu (2004). In addition to this scale, it is known that there are other theory of mind scales (PToM; van Elk et al, 2020;RMET;BaronCohen, 2001;ToMas-child;Rivas-Garcia et al, 2020).…”

mentioning

confidence: 99%

Zihin Kuramı: İlkokul Düzeyinde Okuma Becerisini Oluşturan Bilişsel Bileşenleri Değerlendirme

YILDIRIM,

GÖK,

KILIÇ

2023

Okuma Yazma Eğitimi Araştırmaları

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Araştırmanın amacı ilkokul çocukları özelinde okuduğunu anlama ve dinlediğini anlama becerisini etkileyen önemli bir değişken olan zihin kuramının Türkçe dil becerileri bağlamında yapılandırılmış bir testini oluşturmaktır. Araştırmanın amacından hareketle zihin kuramı testi yapılandırılmaya çalışılmıştır. Bu testin yapılandırılma sürecinde, test maddelerinin yazılması, pilot uygulamalar yapılması, madde analizi, geçerlilik ve güvenirlik çalışmaları işlem basamakları olarak takip edilmiş ve sunulmuştur. Araştırmanın çalıma grubunu Aydın ili Efeler ilçesinde bulunan bir devlet okulunun iki 3. sınıf şubesi (N=52) oluşturmuştur. Çalışmada veri toplama aracı olarak Zihin Kuramı Testi kullanılmıştır. Bu testte üç farklı yanlış inanç görevi (pasta kermesi, doğum günü partisi ve çiftlik ziyareti) yer almaktadır. Ek olarak testte her bir senaryo ile ilgili dört resim olmak üzere toplamda 12 resim bulunmaktadır. Yine her bir senaryo ile ilişkili altı soru olmak üzere test toplam 18 sorudan oluşmaktadır. Araştırmada elde edilen veriler öncelikli olarak Excel programına girilmiştir. Daha sonra veriler SPSS ve Jamovi programlarına aktarılmıştır. Elde edilen veriler üzerinde madde ve güvenirlilik analizleri gerçekleştirilmiştir. Yapılan madde güçlük ve ayırt edicilik indekslerine ilişkin hesaplamalar ve güvenirlik analizleri sonucunda, yapılandırılan zihin kuramı testinin ilkokul düzeyinde okuma becerisi ve ilişkili bilişsel yapıları daha nitelikli bir şekilde değerlendirilebilecek güvenilir ve geçerli bir test olduğu ortaya konulmuştur.

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Validation of the ToMas-child Scale for the Assessment of the Theory of Mind in a Group of Spanish Speaking Children Aged 3 to 7 Years from Spain

Cited by 6 publications

References 66 publications

Development and validation of the newly developed Preschool Theory of Mind Assessment (ToMA-P)

Development and validation of the newly developed Preschool Theory of Mind Assessment (ToMA-P)

Effectiveness of training in expressing positive emotions, reacting to change and greeting peers after childhood traumatic brain injury: a single-case experimental study

Zihin Kuramı: İlkokul Düzeyinde Okuma Becerisini Oluşturan Bilişsel Bileşenleri Değerlendirme

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