Author
Tahiroğlu, Deniz, Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., Sabbagh, M. A.
Publication Date
2014
Publication Place
-
American Psychological Association
Subject
Theory of mind, Parent report, Measurement, Preschool children
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1939-0599
Record ID
1e227faf-82af-42ac-8d27-8e992fa10874
Library Location
Psychology
Date
2014
Notes
Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Sample Text
Children’s theory of mind (ToM) is typically measured with laboratory assessments of performance. Although these measures have generated a wealth of informative data concerning developmental progressions in ToM, they may be less useful as the sole source of information about individual differences in ToM and their relation to other facets of development. In the current research, we aimed to expand the repertoire of methods available for measuring ToM by developing and validating a parent-report ToM measure: the Children’s Social Understanding Scale (CSUS). We present 3 studiesassessing the psychometric properties of the CSUS. Study 1 describes item analysis, internal consistency, test–retest reliability, and relation of the scale to children’s performance on laboratory ToM tasks. Study 2 presents cross-validation data for the scale in a different sample of preschool children with a different set of ToM tasks. Study 3 presents further validation data for the scale with a slightly older age group and a more advanced ToM task, while controlling for several other relevant cognitive abilities. The findings indicate that the CSUS is a reliable and valid measure of individual differences in children’s ToM that may be of great value as a complement to standard ToM tasks in many different research contexts.
DOI
10.1037/a0037914
Cilt
50
