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Teoria da mente e compreensão de verbos metacognitivos em crianças de idade pré-escolar
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Abstract(s)
O presente estudo teve como objectivo analisar como se articula a compreensão
das falsas crenças e a compreensão dos verbos metacognitivos em crianças
portuguesas dos 3 aos 5 anos. Para tal aplicou-se, individualmente, às 40 crianças
que participaram neste estudo, um teste de linguagem (Sim-Sim, 2004), um teste
de resolução de falsas crenças (Peskin & Astington, 2004), um teste de explicação
das falsas crenças (Peskin & Astington, 2004) e um teste de compreensão de
verbos metacognitivos (Peskin & Astington, 2004).
Os resultados obtidos revelam que em todas a tarefas as crianças de 3 anos
obtiveram resultados significativamente superiores às crianças de 5 anos.
Contudo, verificou-se um melhor desempenho nas tarefas de conteúdo inesperado
do que nas tarefas de mudança inesperada de lugar.
Quanto à relação entre as variáveis – linguagem, resolução de falsas crenças,
explicação das falsas crenças e compreensão de verbos metacognitivos –
confirmou-se para a totalidade dos participantes a existência de correlações
elevadas e significativas entre todas as variáveis do estudo, excepto entre a
explicação das falsas crenças e a compreensão de verbos metacognitivos. A
correlação entre a resolução das falsas crenças e a linguagem, e a compreensão
dos verbos metacognitivos foram elevadas e signifivativas como esperávamos
(r(N=40) =.67, p < .01 e r=.56, p < .01, respectivamente).
No entanto o padrão de correlações não é o mesmo em todos os grupos de idade,
indicando que as relações entre o desenvolvimento da linguagem e da teoria da
mente não são lineares.
ABSTRACT: This study pretended to analyze how false-belief comprehension and metacognitive verbs comprehension are articulated in Portuguese children with ages between 3 and 5 years old. For that reason it was applied, individually, to the 40 children that participated in this study, a language test (Sim-Sim, 2004), a falsebelief prediction test (Peskin & Astington, 2004), a false-belief explanation test (Peskin & Astington, 2004) and a metacognitive verbs comprehension (Peskin & Astington, 2004). The results of this investigation allow perceiving that in all tasks with 3 years old children had resulted significantly higher, when compared to the results of the 5 years old children. However the performance was better in unexpected contents task than in location change tasks. The relation among the variables – language, false-belief prediction, false-belief explanation and metacognitive verbs comprehension - was confirmed the existence of the high and significant correlations among all the variables of the study, except between the false-belief explanation and metacognitive verbs comprehension. The correlation among the false-belief prediction and language and metacognitive verbs comprehension was high and significantly as we waited r(N=40) =.67, p < .01 e r=.56, p < .01,respectively). However the standard of correlations is not the same in all age groups, indicating that the relations between the language development and theory of mind are not linear.
ABSTRACT: This study pretended to analyze how false-belief comprehension and metacognitive verbs comprehension are articulated in Portuguese children with ages between 3 and 5 years old. For that reason it was applied, individually, to the 40 children that participated in this study, a language test (Sim-Sim, 2004), a falsebelief prediction test (Peskin & Astington, 2004), a false-belief explanation test (Peskin & Astington, 2004) and a metacognitive verbs comprehension (Peskin & Astington, 2004). The results of this investigation allow perceiving that in all tasks with 3 years old children had resulted significantly higher, when compared to the results of the 5 years old children. However the performance was better in unexpected contents task than in location change tasks. The relation among the variables – language, false-belief prediction, false-belief explanation and metacognitive verbs comprehension - was confirmed the existence of the high and significant correlations among all the variables of the study, except between the false-belief explanation and metacognitive verbs comprehension. The correlation among the false-belief prediction and language and metacognitive verbs comprehension was high and significantly as we waited r(N=40) =.67, p < .01 e r=.56, p < .01,respectively). However the standard of correlations is not the same in all age groups, indicating that the relations between the language development and theory of mind are not linear.
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Keywords
Falsas-crenças Verbos metacognitivos Teoria da mente False-belief Metacognitive verbs Theory of mind