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Home > Role of Language Interaction in Children’S Theory of Mind Among Preschoolers

Role of Language Interaction in Children’S Theory of Mind Among Preschoolers

Thesis Info

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External Link

Author

Nawaz, Sumbal

Program

PhD

Institute

Quaid-I-Azam University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Subject

Natural Sciences

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/7148/1/Sumbal_Nawaz_HEC_Scholar_Psychology_2015_QAU_ISD_13.10.2016.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727118004

Similar


Theory of Mind (TOM) is a much researched area in developmental psychology. The evidence suggests that TOM development is universal and sequential, but both these claims require testing in different cultural groups, notably a lag in some small scale cultures (Vinden, 1999) and in Japanese children (Wellman, Cross, & Watson, 2001). Given the small number of non-Western data within the TOM corpus, present research was conducted with Pakistani preschoolers and comprised of three studies. The study 1 was carried out in two independent settings, one in school (Tryout 1) and other in home setting (Tryout 2). Tryout 1 included 72 preschoolers aged between 3-4 years to test, first, whether preschoolers in Pakistan showed the dominant pattern of failure in false belief at age 3 and success at age 4 (Wellman et al., 2001). In order to broaden the research framework beyond false belief, the children were also tested on Lillard and Flavell (1992) tasks of desire, pretence and belief. The results showed the expected significant age effect on false belief performance. However, 3 year olds were below statistical chance, while 4 year olds were at chance. In addition both age groups did not showed the expected patterns of performance in the Lillard and Flavell tasks. This significantly poor TOM performance was replicated in tryout 2 with 71 preschoolers (3-5 year olds) in home setting. Not only did 4 year olds lag behind their Western counterparts in all these tests, but the very different patterns of performance in this sample across a wide range of TOM skills underlines the need for more detailed analysis of the development of these skills in Pakistani preschoolers and possible education programmes to prepare children for the social demands of schooling. Despite the wide spread use of TOM tasks, determination of their psychometric properties remained neglected. Study 2 was aimed at calculating the vii test retest reliability of theory of mind (TOM) tasks (pretence, desire, belief, false belief) on 77 children from Islamabad. Two alternate forms of tasks were administered at two points in time, separated by approximately 2 weeks. Half of the children were administered with form 1 at time one and the other half were administered form 2 at time 1. Children performed at chance level on pretence, desire and belief tasks at both administrations. Performance was below chance for false belief (FB) tasks at both administrations. Moreover, Kappa values were satisfactory for pretence, desire and belief tasks (range = .43-.60), and the values fall below acceptable level for FB tasks. Study 3 was designed to investigate the concurrent and longitudinal associations of maternal and child’s language measures (content and quality) and children’s TOM (at time 2) over 8 months for 35 mother child dyads. Results indicated that maternal language quality (initiative talk at time 1) and child’s language content (cognitive terms at time 2) significantly predicted children’s TOM composite score (time 2). Moreover, maternal failed talk at time 2 significantly but negatively predicted: (a) belief task performance (b) other belief task performance (c) and composite TOM performance. However, child’s content of talk (cognitive terms at time 2) was an independent predictor of (a) composite TOM performance and (b) pretence task performance. The present study concurs with the need to eavesdrop on the familial language interaction to find out its contribution for the children’s TOM development. The implications of these findings for current research in language interaction and TOM are discussed.
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76. Al-Insan/The Human Being

76. Al-Insan/The Human Being

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

76:01
a. Was there not a time in the past when the human being was nothing even to be mentioned?!

76:02
a. Indeed, it is WE WHO created human being of a drop of the mingling of seminal and
ovarian fluid of male and female, so that WE may test him during his lifetime.
b. Then WE enabled him with hearing and seeing and intellect.

76:03
a. And WE guided him on to the Right Path
b. to see whether he be grateful by following the Right Path, or be ungrateful by straying off the Right Path.

76:04
a. WE have definitely prepared for the ungrateful - by being sinful - chains and shackles and
a blazing fire.

76:05
a. As for the grateful - by being righteous - they will drink from cups containing a mixture of camphor/musk -

76:06
a. from a spring at which the servants of Allah will drink,
b. - making it gush out abundantly.

76:07
a. The righteous are the ones who used to fulfill their vows, and
b. stand in awe of the Time the evil of which will be encompassing everyone.

76:08
a. And they - the righteous – used to give food
- to the needy, for the love of HIM,
- and also to the orphan,
- and to the captive/prisoner of war,

700 Surah 76 * Al-Insan

76:09
a. saying within themselves:
b. ‘We feed you only for the Face...

امنا عائشة ملكة العفاف رضي االله عنها

This research aims to explore various features of Syyidah some highlights paper This. Personage noble s'(ر الله عا) ishah‘A’ distinguished aspects of her biographical account, her extraordinary intelligence, eminent rank amongst other wives of the Prophet Muḥammad (r), excellence over women of the world and being mentioned in the Qur’ān for her praiseworthy character. The scholarly areas, in which, she outshone others in Islamic intellectual heritage, include the Quranic exegesis, Ḥadīth narratives, jurisprudence, scholastic reasoning: analysis of jurisprudential methodology and principles of deduction of rulings and opinions. She adopted multifarious modes in this regards including explicit, direct, generalized, inductive and analogous approaches in the Islamic intellectual scholarship. By acknowledged was (ر الله عا) ishah‘A of grandeur The the companions of the Prophet, her scholarly point of view in conciliation of the problems of the Qur'ān and Ḥadīth made her stand out amongst all. She was a keen researcher, peaceful preacher and the greatest scholar of Islām of all times. Her knowledge and command over religious and social matters made her one of the most reliable experts of the Qur'ān, Ḥadīth and Fiqh. Such was her stature as the archangel Jibrā’īl presented his salutation to her.

Stress Management of Caregivers of Children With Autism Spectrum Disorder

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