ISSN : 1229-0718
This study examined the relationship between theory of mind and social competence in preschool children. Children were tested on two kinds of mind understanding tasks: mind-reading and emotion-reading, and teachers were asked to rate Matson Evaluation of Social Skills with Youngsters, Index of Empathy for Children and Adolescents, and a Measure of Aggression and Prosocial behaviors. Mind-reading tasks assessed the ability to interpret others' behaviors by reading their mental states, and emotion-reading tasks assessed the ability to read others' emotional states through their facial expressions. Participants were 48 five-year old children. The result showed that mind-reading was significantly related to social skill score. The empathy score was significantly related to the scores of social skill, inappropriate assertiveness, aggression and prosocial behaviors. For the girls, mind-reading predicted social skill score along with empathy. However, mind-reading predicted none of social behaviors for the boys. Empathy scores were the best predictor of social skill, inappropriate assertiveness, aggression, and prosocial behaviors for both. Finally, boys and girls did not differ in their scores on mind-understanding tasks. It was discussed that there is difference between children's theory of mind and the way how they employ their ToM in the social world, and the relationship between theory of mind and social competence is complex.
구재선, (2006) 아동의 성격 특질에 대한 이해 발달:특질 추론의 상황적,시간적 안정성을 중심으로, 한국심리학회지:발달
구재선 ; 김혜리 ; 양혜영 ; 김경미 ; 정명숙 ; 이수미 ; 최현옥, (2008) 중학생의 마음이해 능력과 사회적 상호작용, 한국심리학회지: 사회 및 성격
김경미 ; 김혜리 ; 정명숙 ; 양혜영 ; 구재선 ; 차재연, (2007) 아동의 시선이해 발달과 마음이론과의 관계, 한국심리학회지: 발달
김선미, (2005) 어머니 양육행동 및 남녀 아동의 자아존중감과 또래 괴롭힘 간의 관계,
김혜리, (1997) 아동의 마음에 대한 이해 발달:틀린믿음에 대한 이해로 살펴본 마음-이론의 발달, 한국심리학회지:발달
김혜리, (2000) 어린 아동의 실제정서와 표면정서의 이해:아동의 마음이론, 한국심리학회지:발달
김혜리, (2005) 심리학자로서의 아동:심리지식의 발달, 인지과학
김혜리 ; 이숙희, (2005) 인기 있는 아동은 마음읽기를 잘하나?, 한국심리학회지:발달
박영신, (2004) 아동의 공격성 유형과 학교 적응의 관계,
신유림, (2004) 유아의 마음의 이론과 사회적 능력과의 관련성에 대한 연구, 유아교육연구
양혜영 ; 김혜리 ; 김경미 ; 구재선 ; 박은혜 ; 정명숙, (2007) 아동의 바람과 감정 추론의 발달, 한국심리학회지:발달
양혜영 ; 김혜리 ; 김경미 ; 구재선 ; 정명숙 ; 박은혜, (2008) 초등학생의 마음이론과 사회적 능력의 관계, 한국심리학회지:발달
박수진 ; 김혜리 ; 조경자 ; 송인혜, (2007) 정서 상태와 얼굴표정간의 연결 능력의 발달, 감성과학
진주희, (1998) 공격적인 아동을 위한 인지행동치료 프로그램의 효과,
Astington,J.W., (2003) Sometimes necessary, never sufficient: False belief understanding and social competence in : Individual differences in. theory of mind , Psychology Press
Astington, J. W., (1995) Theory of mind development and social understanding, Cognition and Emotion
Astington, J. W., (1991) Developing understanding of desire and intention in : Natural theories of mind: Evolution, development and simulation of everyday mindreading , Basil Blackwell Ltd
Baron-Cohen,S., (2003) The essential difference: The truth about the male and female brain, Basic Books
Baron-Cohen, S., (1985) Does the autistic child have theory of mind?, Cognition
Baron-Cohen, S., (1997) "Is there a language of the eyes?" Evidence from normal adults and adults with autism or Asperger syndrome, Visual Cognition
Baron-Cohen, S., (2001) The 'reading the mind in the eye' test, revised version: a study with normal adults and adult with asperger syndrome or high functioning autism, Journal of Child Psychology and Psychiatry
Bartsch, K., (1996) Individual differences in children's developing theory of mind and implications for metacognition, Learning and Individual Differences
Bosacki,S., (2000) Theory of Mind and Self- Concept in Preadolescents: Links With Gender and Language, Journal of Educational Psychology
Bosacki, S., (1999) Theory of mind in preadolescence: Relations between social understanding and social competence, Social Development
Brown, J. R., (1996) Continuities in emotion understanding from three to six years, Child Development
Bryant,B.K., (1982) An index of empathy for children and adolescents, Child Development
Cassidy, K. W., (2003) The Relationship Between Psychological Understanding and Positive Social Behaviors, Social Development
Charman, T., (2002) Charman, T., Ruffman, T., & Clements, W. (2002). Is There a Gender Difference in False Belief Development, Social Development
Crick, N. R., (1998) Response decision processes in relational and overt aggression, Child Development
Davis, M., (1987) Emotional reactions to dramatic film stimuli: The influence of cognitive and emotional empathy, Journal of Personality and Social Psychology
Dunn,J., (1995) Children as psychologists: The later correlates of individual differences in understanding emotions and other minds, Cognition and Emotion
Dunn,J., (2000) Mind-reading, emotion understanding and relationships, International Journal of Behavioral Development
Dunn, J., (1987) Conversations about feeling states between mothers and their young children, Developmental Psychology
Eisenberg, N., (1998) Prosocial development in : Handbook of child psychology , John Wiley & Sons
Eisenberg, N., (1987) The relation of empathy to prosocial and related behaviors, Psychological Bulletin
Eisenberg, N., (1997) Social cognition and prosocial development in ; The development of social cognition , Psychology Press
Hadwin, J., (1997) Does teaching theory of mind have an effect on the ability to develop conversation in children with autism, Journal of Autism and Developmental Psychology
Hill, J. P., (1983) The intensification of gender-related role expectations during early adolescence in : Girls at puberty: Biological and social perspective , Plenum
Holmes, H. A., (1996) A cross-task comparison of false belief understanding in a Head Start population, Journal of Experimental Child Psychology
Hughes, C., (1998) Understanding mind and emotion: Longitudinal associations with mental state talk between young friends, Developmental Psychology
Hughes, C., (2004) What are the links between theory of mind and social relations? Review, reflections and new directions for studies and atypical development, Social Development
Jenkins, J. M., (1996) Cognitive factors and family structure associated with theory of mind development in young children, Developmental Psychology
Keenan,T., (2003) Individual differences in theory of mind: The preschool years and beyond in : Individual differences in theory of mind , Psychology Press
Lalonde, C. E., (1995) False belief understanding goes to school: On the social-emotional consequences of coming early or late to first theory of mind, Cognition & Emotion
Matson, J. L., (1983) Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters, Behavior Research Therapy
McNab,C., (2001) Peer acceptance and theory of mind. Unpublished MA thesis, University of Canterbury,
Moore, C., (1998) The Cognitive Basis of Future-oriented Prosocial Behavior, Social Development
Roberts, W., (1996) Empathy, Emotional expressiveness, and Prosocial Behavior, Child Development
Peterson, C. C., (2002) Mindreading and moral awareness in popular and rejected preschoolers, British Journal of Developmental Psychology
Slaughter, V., (2002) Theory of mind and peer acceptance in preschool children, British Journal of Developmental Psychology
Watson, A. C., (1999) Social interaction skills and theory of mind in young children, Developmental Psychology
Wellman,H.M., (1990) The child's theory of mind, Bradford
Wellman, H. M., (2004) Scaling of theory of mind tasks, Child Development
Wimmer, H., (1983) Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception, Cognition
Yirmiya, N., (1996) Seriation, conservation, and theory of mind abilities in individuals with autism, individuals with mental retardation, and normally developing children, Child Development
Yirmiya, N., (1996) Theory of mind abilities in individuals with autism, Down syndrome, and mental retardation of unknown etiology: The role of age and intelligence, Journal of Child Psychology and Psychiatry