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Linguagem metacognitiva e teoria da mente em crianças dos 3 aos 5 anos
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Abstract(s)
O presente estudo teve como objectivo analisar a relação entre a linguagem e o desenvolvimento da teoria da mente em crianças dos 3 aos 5 anos de idade.
Neste estudo participaram um total de 26 crianças, que frequentavam um colégio no concelho de Cascais, sendo que 11 eram do género feminino e 15 eram do género masculino, com idades entre os 3 e os 5 anos de idade, seleccionadas através do método de amostragem por conveniência.
Para a realização do presente estudo foram aplicados quatro instrumentos distintos, o sub-teste de Nomeação do teste de Desenvolvimento da Linguagem de Inês Sim-Sim ( Sim-Sim, 2004), a bateria de predição falsas crenças (Winner & Perner, 1983, cit. por Astington & Peskin, 2004), a bateria de explicação de falsas crenças (Astington & Peskin, 2004) e o teste de compreensão de verbos metacognitivos(Astington & Peskin, 2004).
Da análise dos resultados verificou-se que existem diferenças significativas para todas as variáveis em estudo (linguagem, predição de falsas crenças, explicação de falsas crenças e verbos metacognitivos) considerando a idade das crianças. As variáveis em estudo apresentaram uma correlação positiva considerando a amostra total.
Os resultados sugerem que existe uma interdependência entre a linguagem e a teoria da mente.
ABSTRACT: This study aimed to examine the relationship between language and the development of the theory of mind in children from 3 to 5 years of age. This study involved a total of 26 children, which attended a college in the municipality of Cascais, where 11 of them were female and 15 were males, aged between 3 and 5 years of age. They were selected through the method of sampling for convenience. For the realization of this study were applied four distinct instruments, the sub-test of Appointment of Language Development test of Inês Sim-Sim (Sim-Sim, 2004), the set of false prediction of beliefs (Winner & Perner, 1983 cit. by Astington & Peskin, 2004), the set of explanation of false beliefs (Astington & Peskin, 2004) and the test of understanding of metacognitive verbs (Astington & Peskin, 2004). The analysis of the results has shown that there are significant differences for all variables under study (language, prediction of false beliefs, false explanation of met cognitive beliefs and verbs) considering the age of the children. The variables under study showed a positive correlation considering the total sample. The results suggest that there is interdependence between language and the theory of mind.
ABSTRACT: This study aimed to examine the relationship between language and the development of the theory of mind in children from 3 to 5 years of age. This study involved a total of 26 children, which attended a college in the municipality of Cascais, where 11 of them were female and 15 were males, aged between 3 and 5 years of age. They were selected through the method of sampling for convenience. For the realization of this study were applied four distinct instruments, the sub-test of Appointment of Language Development test of Inês Sim-Sim (Sim-Sim, 2004), the set of false prediction of beliefs (Winner & Perner, 1983 cit. by Astington & Peskin, 2004), the set of explanation of false beliefs (Astington & Peskin, 2004) and the test of understanding of metacognitive verbs (Astington & Peskin, 2004). The analysis of the results has shown that there are significant differences for all variables under study (language, prediction of false beliefs, false explanation of met cognitive beliefs and verbs) considering the age of the children. The variables under study showed a positive correlation considering the total sample. The results suggest that there is interdependence between language and the theory of mind.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Linguagem Teoria da mente Falsas crenças Language Theory of mind False beliefs