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    Wyświetlanie 1-7 z 7
    Tytuł:
    Visual Perspective -Taking: Are Theory of Mind and Executive Function Involved?
    Autorzy:
    Złotogórska -Suwińska, Agata
    Putko, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/2129751.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    visual perspective-taking
    theory of mind
    executive function
    Opis:
    The aim of the study was to examine the relationships of Level -1/Level -2 visual perspective -taking (VPT -1/VPT -2) with theory of mind (ToM) and executive function (EF). Seventy -six adults aged 18 to 48 years participated in the study. To compare the relationships of the two levels of perspective -taking with the aforementioned abilities, the same stimuli were used in both Level -1 and Level -2 trials of the VPT task. ToM abilities were evaluated with the Strange Story task, and EF using the TMT and WCST tests. It was found that controlling for age -related differences, VPT -1 was not associated with either ToM or such components of EF as executive control and set -shifting. VPT -2 was positively related to ToM, but it was not related to EF. The relationship between VPT -2 and ToM was specific, not mediated by domain -general processing capabilities. The obtained results provide further evidence to support the view that distinct mechanisms underlie Level -1 and Level -2 perspective -taking.
    Źródło:
    Polish Psychological Bulletin; 2019, 50, 2; 184-192
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Maternal Parenting Attitudes and Preschoolers’ Hot and Cool Executive Functions
    Autorzy:
    Kamza, Anna
    Putko, Adam
    Złotogórska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/430701.pdf
    Data publikacji:
    2016-06-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    parent-child relationship
    maternal attitudes
    cool and hot executive functions
    verbal ability
    Opis:
    The relationships between maternal parenting attitudes and preschoolers’ hot and cool executive functions (EF) were examined. Forty-eight children aged 3 to 4 years and their mothers took part in the study. Self-report questionnaire concerning parenting attitudes was obtained from the mothers of children who performed a set of EF tasks. Additionally, both maternal and child verbal ability were controlled. It was found that maternal parenting attitudes were related only to child cool EF. Protecting attitude was positively related to child inhibitory control and autonomy support was negatively related to child set-shifting ability. Further analyses revealed that maternal autonomy support accounted for unique variance in child set-shifting, above and beyond the child’s age. On the other hand, protecting attitude accounted for unique variance in child inhibitory control, above and beyond child verbal ability. The findings provide further evidence for the importance of mother-child relationships in children’s EF development.
    Źródło:
    Polish Psychological Bulletin; 2016, 47, 2; 236-246
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Predictions of Actions and Their Justifications in False-Belief Tasks: The Role of Executive Function
    Autorzy:
    Putko, Adam
    Złotogórska, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/430590.pdf
    Data publikacji:
    2014-12-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    preschoolers
    false-belief task
    theory-of-mind development
    Opis:
    The main objective of this study was to examine whether children’s ability to justify their action predictions in terms of mental states is related, in a similar way as the ability to predict actions, to such aspects of executive function (EF) as executive control and working memory. An additional objective was to check whether the frequency of different types of justifications made by children in false-belief tasks is associated with aforementioned aspects of EF, as well as language. The study included 59 children aged 3-4 years. The ability to predict actions and to justify these predictions was measured with false-belief tasks. Luria’s hand-game was used to assess executive control, and the Counting and Labelling dual-task was used to assess working memory capacity. Language development was controlled using an embedded syntax test. It was found that executive control was a significant predictor of the children’s ability to justify their action predictions in terms of mental states, even when age and language were taken into account. Results also indicated a relationship between the type of justification in the false-belief task and language development. With the development of language children gradually cease to justify their action predictions in terms of current location, and they tend to construct irrelevant justifications before they begin to refer to beliefs. Data suggest that executive control, in contrast to language, is a factor which affects the development of the children’s ability to justify their action predictions only in its later phase, during a shift from irrelevant to correct justifications.
    Źródło:
    Polish Psychological Bulletin; 2014, 45, 4; 500-510
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zimne versus gorące funkcje zarządzające i język a rozumienie przez dzieci własnych oraz innych osób stanów umysłowych
    Autorzy:
    Putko, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/637227.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    rozumienie własnych i innych osób stanów umysłowych
    zimne i gorące funkcje zarządzające
    język
    theory of mind
    cool vs
    hot executive functions
    language
    Opis:
    The main purpose of this study has been to verify a hypothesis based on the assumptions of the theories by Russell (1998) and Zelazo et al. (2005), concerning the relation between the development of executive functions (EF) and theory of mind (ToM). It was hypothesized that the level of the hot EF compared to the cool EF would be more strongly connected with children’s understanding of their own mental states than those of others. In the analysis of relationships between selected aspects of the EF and ToM, the level of language development was also considered. The study covered forty-four 3- and 4-year-olds, using false-belief tasks in their “unexpected contents” version (Gopnik & Astington, 1988) as the measures of ToM development, with one question requiring the attribution of a false belief to somebody else, and another question requiring the recognition of one’s own previous belief as false. The cool EF were measured with a version of the Bear-Dragon task (Reed et al., 1984), and the hot EF with the Children’s Gambling Task (Kerr, Zelazo, 2004). Language development was assessed with the Picture Vocabulary Test (OTS-R; Haman et al., 2011). It appeared that children’s understanding of their own mental states in both age groups was related only to the cool EF, while their understanding of other people’s mental states correlated marginally with the cool EF only in 4-year-olds. The level of the hot EF was not connected signifi cantly with any aspect of ToM. Regression analysis revealed that the cool aspect of the EF was a signifi cant language-independent predictor of the understanding of one’s own mental states in 4-year-olds, but not in 3-year-olds. The results are at variance with the predictions based on the theory by Zelazo et al., but consistent with those drawn from Russell’s theory, according to which self-consciousness and self-refl ection underlie the relationship between the EF and ToM.
    Źródło:
    Psychologia Rozwojowa; 2013, 18, 4; 65-82
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teoria umysłu a zimne versus gorące funkcje zarządzające u dzieci w wieku przedszkolnym
    Autorzy:
    Putko, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/637313.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    theory of mind, cold and hot executive functions
    Opis:
    Theory of mind and cold versus hot executive functions in preschool-aged children The main purpose of this study was to examine the relationship between the ability to represent mental states and the development of cold versus hot executive functions (EF) in preschool-aged children. The participants were a group of 44 children between the ages from 3 to 4 years. There were used false-belief tasks (Gopnik & Astington 1988; Wimmer & Perner 1983) as the measures of theory of mind (ToM) development, Dimensional Change Card Sort (Frye et al. 1995) as a measure of cool EF, and The Children’s Gambling Task (Kerr & Zelazo 2004) as a measure of hot EF. Considering the whole group of children, it was found a stronger relationship between the level of ToM and cold EF comparing to hot EF. But data obtained in the age groups indicated the differences in the pattern of correlations. The level of ToM was stronger connected to the cold EF in the group of 4-year-olds, but in the group of 3-year-olds there was a trend towards the stronger relationship between ToM and hot EF. The implications of the results for the problem of relation between the development of ToM and processes of conscious control of thought and action are discussed.
    Źródło:
    Psychologia Rozwojowa; 2011, 16, 1
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problem natury i źródeł utajonej kompetencji mantalnej
    Autorzy:
    Putko, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/637603.pdf
    Data publikacji:
    2006
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    Nature and Origins of Implicit Mental CompetenceThe paper is a review of studies aimed to verify several hypotheses concerning the mechanism of anticipatory looking reactions in false-belief task, such as the hypothesis of: (1) an implicit knowledge, (2) lack of confidence, (3) misinterpretation of the test question, and (4) temporal stacking (Garnham, Perner, 2001). Although the results of the studies provide strong support mainly for the implicit knowledge hypothesis, it seems that some part of variance in looking reactions could be explained by the temporal stacking hypothesis. The problem of origins of an implicit mental competence and its relation to an evolutionary, innate bias for understanding the mind is also discussed.
    Źródło:
    Psychologia Rozwojowa; 2006, 11, 2
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wzrokowa reakcja antycypacyjna jako wskaźnik utajonej kompetencji mentalnej
    Autorzy:
    Putko, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/637476.pdf
    Data publikacji:
    2005
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    Anticipatory looking reaction as an index of implicit mental competenceChildren tend to look to the correct location in the false belief task before they could give a correct verbal answer. According to Clements & Perner (1994) eye gaze reflects an implicit knowledge of mental states that children develop before the phase of explicit theory of mind. Results of Ruffman’s et al. (2001a) study seems to confirm this interpretation because they indicate that children are not conscious of the knowledge conveyed by their eye gaze and that there is a decrease of confidence of incorrect verbal answers in the period of transition from implicit to explicit understanding of false belief. In the article three still unresolved problems are discussed: (1) what is the mechanism of implicit mental competence – whether it is based on prototheory or mechanism of mental simulation?; (2) is there a developmental relationship between an implicit and explicit mental competence?; (3) what is the role of syntax and executive function in the period of transition from one to another form of mental competence? A review of theoretical and empirical arguments leads to the conclusion that there is a developmental link between both forms of mental competence and that an implicit competence may be based on a mix, theory-simulation mechanism.
    Źródło:
    Psychologia Rozwojowa; 2005, 10, 3
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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