The children's social understanding scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind

Name: The children's social understanding scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind
Author: Tahiroğlu, Deniz, Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., Sabbagh, M. A.

İsim	The children's social understanding scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind
Yazar	Tahiroğlu, Deniz, Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., Sabbagh, M. A.
Basım Tarihi:	2014
Basım Yeri	- American Psychological Association
Konu	Theory of mind, Parent report, Measurement, Preschool children
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1939-0599
Kayıt Numarası	1e227faf-82af-42ac-8d27-8e992fa10874
Lokasyon	Psychology
Tarih	2014
Notlar	Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Örnek Metin	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

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The children's social understanding scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind

Yazar Tahiroğlu, Deniz, Moses, L. J., Carlson, S. M., Mahy, C. E. V., Olofson, E. L., Sabbagh, M. A.

Basım Tarihi 2014

Basım Yeri - American Psychological Association

Konu Theory of mind, Parent report, Measurement, Preschool children

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1939-0599

Kayıt Numarası 1e227faf-82af-42ac-8d27-8e992fa10874

Lokasyon Psychology

Tarih 2014

Notlar Due to copyright restrictions, the access to the full text of this article is only available via subscription.

Örnek Metin 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