Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Theory of mind" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 51
Tytuł:
Językowe i kulturowe wyznaczniki rozwoju teorii umysłu u dzieci głuchych
Linguistic and cultural determinants of Theory of Mind development in deaf children
Autorzy:
Kossewska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/943607.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
Theory of Mind
deafness
development
Opis:
An overview of contemporary studies on the issue of theory of mind in deaf children is presented in the article. The author analyses conditions of developmental delays revealed by deaf children raised in hearing families. This delay is not, however, a simple consequence of deafness per se, but rather a result of interaction of deafness influence, and contextual linguistic and cultural variables. Child’s participation in conversations carried out using sign language, regarding mental states and processes, both at home and in school, seems to be crucial for the natural course of the development of false belief understanding. Practical implication of cited conferrals comes down to the postulate of a signing model in the development of a child brought up in a hearing family and the common bilingual education, based on the assumption that a deaf child must first master sign language, and then national language as a foreign one,because even in native signing families, ToM development in deaf children may be delayed if the child is educated in an oral education-oriented school.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica; 2012, 5; 67-84
2084-5596
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle
Autorzy:
Szczypczyk, Anna
Powiązania:
https://bibliotekanauki.pl/articles/637303.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
cognitive development, ambiguity, theory of mind
Opis:
Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind Research studies on ambiguity are related to different areas – communication, language and processing of perceptual stimuli. Results obtained from most research show that children under the age of six can neither react  dequately to ambiguous linguistic or visual stimuli nor understand ambiguous statements. A hypothesis about the relation between understanding ambiguity and the development of the knowledge about the mind was proposed after an analysis of existing experimental data. Four different tasks testing the understanding of ambiguity had been used and it was found out that their level of difficulty varied. There was no connection between the performance in solving tasks of different types. The relation between the understanding of ambiguity and the development of the knowledge of mind was indicated. Children performed better in false beliefs test than in tasks testing their understanding of ambiguity. There was a correlation between performance in particular tasks testing the understanding of false beliefs and tasks testing the understanding of ambiguity.
Źródło:
Psychologia Rozwojowa; 2009, 14, 2
1895-6297
2084-3879
Pojawia się w:
Psychologia Rozwojowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What More is Folk Psychology?
Autorzy:
Grzegorek, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/419477.pdf
Data publikacji:
2011-01-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
folk psychology
implicit theories
theory of mind
Opis:
Oridinary describing and explaining of everyday behavior became an object of systematic psychological study in the late-40s. The results create a picture of folk psychology as a primitive version of scientific psychology, kind of "naive" theory which is rather false. The picture represents folk psychology only as a speculative artefact, but there is also another notion of folk psychology as a basic conceptual schema which organizes experience. The specific scientific approach to folk psychology is described, some arguments against the view of folk psychology as a theory are pointed and the alternative notion of folk psychology is demonstrated in this article.
Źródło:
Studia Psychologiczne (Psychological Studies); 2011, 49, 1; 49-60
0081-685X
Pojawia się w:
Studia Psychologiczne (Psychological Studies)
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is the executive function necessary for inferring mental states of other people? evidence from studies on patients with brain impairment
Autorzy:
Pluta, Agnieszka
Łojek, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/951714.pdf
Data publikacji:
2011-11-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
theory of mind
executive functions
brain impairment.
Opis:
Theory of mind (ToM) refers to the ability to represent the mental states of others. The Executive Function (EF) refers to higher-level cognitive processes encompassing planning, inhibition, coordination, shifting, and coordination of action sequences. Current studies on ToM and EF suggest that these two cognitive abilities might be functionally or anatomically linked. Although the relation between ToM and EF has been widely investigated, the results remain inconclusive particularly when considering the functional architecture of a mature brain system. The present study aims to seek this lacuna with the use of neuropsychological methodology. The pattern of ToM and EF defi cits within patients with brain injury were investigated. We compared the performance of four patients with a set of tasks examining theory of mind abilities and the Wisconsin Card Sorting Test (WCST) assessing EF functioning. Results yielded a dissociation between ToM and EF, suggesting that in an adults’ brain executive functions are not necessary for inferring the mental states of others.
Źródło:
Studia Psychologiczne (Psychological Studies); 2011, 49, 5; 77-88
0081-685X
Pojawia się w:
Studia Psychologiczne (Psychological Studies)
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Recursion as a common groung of mental, communicative, and linguistic processes
Autorzy:
Filip, Anna
Białek, Arkadiusz
Białecka-Pikul, Marta
Powiązania:
https://bibliotekanauki.pl/articles/2127289.pdf
Data publikacji:
2019-04-08
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
recursion
theory of mind
syntax
pragmatics
development
Opis:
For nearly twenty years there has been an ongoing debate in international journals concerning the recursiveness of human mental processes. The main instigator of the debate and at the same time the main exponent of the term “recursion” is Noam Chomsky. According to him, recursion is an exclusive property of the syntax of the so-called “internal language of mind” (I-language). This conclusion has been contested by researchers claiming that recursion can also be observed in: communication, theory of mind, the syntax of complementation, or pragmatics. The article presents some arguments in favor of understanding recursion as a common ground of all the above phenomena as long as they are analyzed from a developmental perspective, with the dynamics and sequentiality of the constantly occurring processes and changes taken into account.
Źródło:
Roczniki Psychologiczne; 2017, 20, 4; 723-743
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychological Insights Into Decision‑Making
Autorzy:
Jankowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1195172.pdf
Data publikacji:
2016
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
decision‑making
heuristics
neuroeconomics
game theory
theory of mind
Opis:
This paper considers the widely approached problem of how individuals and groups make economic decisions. The author’s belief is that the answer to this question is highly interdisciplinary and lies not only in areas of study such as microeconomic theory and organisational behaviour, but also psychology, neuroscience and ethics. The author attempts to summarise a few chosen, existing models, which can help analyse both logical and psychological aspects of the process, and mentions a new, rising interdisciplinary field of neuroeconomics, which offers high potential for construction of new decision‐making models in the future.
Źródło:
Edukacja Ekonomistów i Menedżerów; 2016, 42, 4; 129-139
1734-087X
Pojawia się w:
Edukacja Ekonomistów i Menedżerów
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przyjmowanie perspektywy w obszarze poznawczym, społecznym i afektywnym: wzajemne zależności u dzieci w wieku przedszkolnym
Autorzy:
Stępień-Nycz, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/637139.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
cognitive flexibility perspective-taking ability, theory of mind
Opis:
Cognitive, social and affective perspective taking: interrelations in preschool childrenThe study on the interrelations of perspective taking ability in different domains is presented. The theoretical background of the study is the theory of Perspectival Understanding of Mind (PUM; Perner, 2000). According to this theory, the core ability that develops in the 5th year of life and that underlies many tasks that children start to accomplish in that time, is an ability to understand and coordinate different perspectives. 120 children aged 3;6–5;6 participated in the study. The measures used to assess the perspective taking ability were as follows: Flexible Item Selection Task (FIST; Jacques and Zelazo, 2001) in the cognitive domain, Test Wiedzy o Emocjach (TWE; The Test of Emotion Knowledge; Stępień, 2007) in the affective domain and the classical false belief tests in the social domain. The results obtained suggest that after the fourth birthday children start to accomplish different tasks that demand perspective taking ability. However, the interrelations of perspective taking in different domains are differentiated, and they change in the preschool period.
Źródło:
Psychologia Rozwojowa; 2011, 16, 4
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:
Acquiring Epistemic Modal Auxiliaries: The Role of Theory of Mind
Autorzy:
De Mulder, Hannah N. M
Gautero-Watzema, Annette
Powiązania:
https://bibliotekanauki.pl/articles/620608.pdf
Data publikacji:
2018-06-07
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
epistemic modality
Theory of Mind
word learning
autism
Opis:
This study considers the acquisition of epistemic modal auxiliaries (EMA) in typically developing (TD) and autistic children and the role that Theory of Mind (ToM) plays in this development. Nineteen Dutch-speaking TD children and ten autistic children received tasks assessing ToM, general linguistic ability and EMA comprehension. Results suggest that both groups have some understanding of the Dutch EMA system, but no significant differences were found between groups. However, once participants were divided into ToM passers and ToM failers irrespective of clinical diagnosis, results showed that passers performed significantly better than failers on EMA understanding. Having a good understanding of others’ mental states, as evidenced by full marks on ToM tasks, thus seems important in the acquisition of EMA.
Źródło:
Research in Language; 2018, 16, 1
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Theory of Mind among deaf people – a literature review
Autorzy:
Dominika, Wiśniewska,
Powiązania:
https://bibliotekanauki.pl/articles/896684.pdf
Data publikacji:
2019-11-24
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
Theory of Mind
deaf children
children with hearing deficits
Theory of Mind and the deaf children with hearing parents
Opis:
In recent years, the studies on the Theory of Mind have gained a wide interest. The authors of these studies try to determine the influence of various factors on the development of the competency (i.e. Theory of Mind) among children. Among the variables taken into consideration, there are disability or developmental deficits. Especially popular are studies on children with autism. Already in the 90s it was noticed, that the lack of hearing can be one of the factors which makes it harder to master the competencies of the Theory of Mind framework. Deaf children achieve mentalizing capabilities 3-4 years later compared to their peers who can hear. The current article is a review of the literature concerning the specificity of the Theory of Mind development among deaf children. The difference in the linguistic and social experiences of the children brought up in families where the parents can and cannot hear is described. It seems that the social interactions deficits are the ones responsible for the more difficult process of gaining the Theory of Mind among deaf children.
Źródło:
Psychologia Wychowawcza; 2018, 55(13); 55-69
0033-2860
Pojawia się w:
Psychologia Wychowawcza
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:
O pewnych aspektach Leibnizjańskiej filozofii umysłu
On Some Aspects of Leibnizian Theory of Mind
Autorzy:
Święczkowska, Halina
Powiązania:
https://bibliotekanauki.pl/articles/423377.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
Leibniz
theory of mind
language
teoria umysłu
język
Opis:
While reading on the cover of the Polish edition of the book Goodbye, Descartes: the End of Logic and the Search for a New Cosmology of the mind, the words written by the well known American mathematician Keith Devlin, we discover that the reflection on language and human perception has played a major role in the history of philosophy and science. Nowadays in times of artificial intelligence research and the development of information technology, the role of psychologists, language philosophers, sociologists and linguists has gained significant weight. The answers to questions like: What is language? What is the human mind? How do we think?, are of key importance to resolving primary IT problems. The birth of a new discipline, cognitive science, which deals with the structure of the mind, thinking and consciousness became a challenge for the philosophical tradition like cartesianism, and at the same time became a pivotal factor of IT and communication techniques development. Devlin settles with tradition, which in his opinion is mainly defined by Descartes himself, however not only by his philosophy but also his methodology. Of course Descartes may be regarded as the symbol of the rationalist heritage albeit it seems that having a major impact on contemporary philosophy, it is not Descartes who should become the main character of the never ending goodbye, but Leibniz. The text is not an attempt at a polemic with Devlin’s opinions, but rather a supplementation of his standpoint. The problems of Leibnizian theory of the mind which were built on the language fundaments shall be elaborated on, as they can visualize Leibniz as the real pioneer of modern cognitive science.
Źródło:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych; 2015, 27/t.t.; 127-142
0860-4487
Pojawia się w:
IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Rozwój socjalizacji konsumenckiej w świetle badań nad dziecięcymi teoriami umysłu. Refleksje nad rozumieniem perswazyjności reklamy i przekonywaniem rodziców do zakupów
Autorzy:
Kołodziejczyk, Anna
Powiązania:
https://bibliotekanauki.pl/articles/637243.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
consumer socialisation, cognitive development, theory of mind, persuasion, advertising
Opis:
Development of consumer socialisation in the light of children’s theories of mindThe paper presents the benefits that can be derived from studying consumer socialisation in the light of the development of child’s mental competences. In the beginning, the author presents how consumer socialization, the process by which young people acquire skills, knowledge and attitudes relevant to their functioning as consumers in the market place, is conceived in four different theories of: James McNeal (1992, 2007), Patti Valkenburg, Joanne Cantor (2001), Fiony Cram, Sik Hung Ng (1999), Deborah Roedder John (1999). The analysis of presented theoretical approaches show that they all emphasize the role of socio-cognitive development as developmental mechanisms crucial for the child’s improved consumer functioning, but do not explain which developmental competences are the most crucial. While the theories draw heavily on Piagetan developmental theory, the author argues that the more recent approach focusing on the development of the child’s theories of mind may prove more fruitful. The developmental changes in two areas: children’s ability to appreciate and cope with advertising and children’s influence in purchase decision can be better explained by growing mental competences of the child. The review of research on these topics generates the hypothesis that first- as well second-order mental states understanding is important for generating and understanding persuasive communication. Future studies, based on this hypothesis, can be valuable for understanding the developmental mechanisms of consumer socialisation as well as a theory of mind development in middle childhood.
Źródło:
Psychologia Rozwojowa; 2009, 14, 3
1895-6297
2084-3879
Pojawia się w:
Psychologia Rozwojowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy działania opierają się na reprezentacjach? Kognitywistyka a praktyka
Are Actions Founded on Representations? Cognitive Science and Practice
Autorzy:
Płotka, Witold
Powiązania:
https://bibliotekanauki.pl/articles/637941.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
computational theory of thinking
Fodor’s Representational Theory of Mind
neural networks
Opis:
The article, by referring to the computational theory of thinking and Fodor’s Representational Theory of Mind, argues that both theories presuppose an understanding of activity as a process reducible to a set of rules. The author rejects the presupposition and sketches an alternative view on action; the alternative view justifies a necessity of building connectionist models of neural networks and it leads to a formulation of hypothesis of extended, embodied and embedded mind.
Źródło:
Rocznik Kognitywistyczny; 2011, 5; 159-165
1689-927X
Pojawia się w:
Rocznik Kognitywistyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 51

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies