Discipline seminar - Education (III year) 1600-SZD-SEMIII-PED
1. The history of origins of theory of mind (ToM)
2. Assessing ToM abilities
3. The determinants of ToM development:
a) Individual: language abilities, executive functions, intelligence, social skills, loneliness, disabilities/developmental difficulties
b) Family environment: up-bringing styles, attachment with caregivers, family SES, siblings
c) Educational environment: interactions between peers, interactions between the teacher and children in the classroom, classroom climate, homogeneity/heterogeneity of the classroom
4. The significance of ToM for children’s social and cognitive functioning and development
5. The possibilities for ToM improvement: the ToM trainings.
Type of course
Course coordinators
Learning outcomes
Knowledge: Knows and understands:
WG_1 – world achievements, covering theoretical foundations as well as general issues and selected specific issues of a given scientific or artistic discipline, to a degree allowing revision of existing paradigms
WG_2 - main development trends of the scientific or artistic disciplines which are the object of studies
WG_3 - methodology of scientific research
Skills: Can:
UW_1 - use knowledge of various scientific or artistic disciplines to creatively identify, formulate and innovatively solve complex problems or perform research tasks, and specifically: define the purpose and subject of research and formulate a research hypothesis, develop and creatively use research methods, techniques and tools, draw conclusions from research results
UW_2 – make a critical analysis and evaluation of the results of scientific research, expert activity and other creative works and their contribution to the development of knowledge
UK_1 - communicate on specialist topics to a degree enabling active participation in the international research community
UK_3 - initiate a debate
UK_4 - participate in the scientific discourse
Social competences: Is ready to:
KK_1 - critically evaluate the achievements of a given scientific or artistic discipline
KK_2 - critically evaluate own contribution to the development of a given scientific or artistic discipline
KK_3 - recognise the importance of science in solving cognitive and practical problems
KO_1 - fulfil social obligations of researchers and creators
KR_1 - maintain and develop the ethos of research and creative communities, including: conducting scientific activity independently, respecting the principle of public ownership of research results, taking into account the principles of intellectual property protection
Assessment criteria
Description of requirements related to participation in classes, including the permitted number of explained absences: active participation during the class, 1 absence
Principles for passing the classes and the subject (including resit session): active participation in the class, reading the articles, preparing a presentation, being present during the classes
Methods for the verification of learning outcomes;
1st year: Activity during class; Presentation of the work concept (according to the indicated assumptions) is also possible.
II year: Activity during classes. Obligatory presentation discussing the progress of the scientific work (according to the indicated assumptions).
III and IV year: Activity during classes. - Obligatory presentation of a minimum of one presentation discussing the progress of scientific work (according to the indicated assumptions).
Evaluation criteria: as mentioned above.
Bibliography
Devine, R., & Apperly, I. A. (2022). Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence. Developmental Science, 25(1), e13137. https://doi.org/10.1111/desc.13137
Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794. https://doi.org/10.1111/cdev.12237
Devine, R. T., Traynor, I. G., Ronchi, L., & Lecce, S. (2024). Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others’ minds. Child Development, 95 (5), 1447-1461. https://doi.org/10.1111/cdev.14085
Devine, R., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52(5), 758-771. https://doi.org/10.1037/dev0000105
Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739
Fink, E., Begeer, S., Peterson, C. C., Slaughter, V., & de Rosnay, M. (2015). Friends, friendlessness, and the social consequences of gaining a theory of mind. British Journal of Developmental Psychology, 33, 1-17. https://doi.org/10.1111/bjdp.12080
Happè, F. G. E. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129–154. https://doi.org/10.1007/BF02172093
Hughes, C., & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13, 590–619. https://doi.org/10.1111/j.1467-9507.2004.00285.x
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52, 1192-1205. https://doi.org/10.1037/dev0000140
Koerber, S., & Osterhaus, Ch. (2020). Some but not all aspects of (advanced) theory of mind predict loneliness. British Journal of Developmental Psychology, 38(1), 144-148.
https://doi.org/ 10.1111/bjdp.12302
Koerber, S., & Osterhaus, Ch. (2022). Does advanced theory of mind protect primary-school children from loneliness? Longitudinal relations from 9-10 years. The Journal of Genetic Psychology, 183(1), 1-8, https://doi.org/ 10.1080/00221325.2021.1994913
Lecce, S., Ronchi, L., & Devine, R. T. (2024). The effect of peers’ theory of mind on children’s own theory of mind development: A longitudinal study in middle childhood and early adolescence. Developmental Psychology, 60(7), 1269-1278. https://doi.org/10.1037/dev0001758
Lecce, S., Bianco, F., & Hughes, C. (2021). Reading minds and reading texts: Evidence for independent and specific associations. Cognitive Development, 57, 101010, https://doi.org/10.1016/j.cogdev.2020.100926
Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4(3-4), 231–244. https://doi.org/10.1556/JCEP.4.2006.3-4.3
Milligan, K., Astington, J. W., & Dack, L.A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. https://doi.org/10.1111/cdev.12566
Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of mind and diverse intelligences in 4-year-olds: Modelling associations of false beliefs with children's numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology, 38(4), 580–593. https://doi.org/10.1111/bjdp.12336
Peterson, C., Slaughter, V., Moore, C., & Wellman, H. M. (2016a). Peer social skills and theory of mind in children with autism, deafness, or typical development. Developmental Psychology, 52(1), 46–57. https://doi.org/ 10.1037/a0039833
Peterson, C. C., O’Reilly, K., & Wellman, H. M. (2016b). Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of Experimental Child Psychology, 149, 146–158. https://doi.org/10.1016/j.jecp.2015.11.008
Peterson, C. C., Wellman, H. M., & Liu, D. (2005). Steps in theory-of-mind development for
children with deafness and autism. Child Development, 76(2), 502–517. https://doi.org/10.1111/j.1467-8624.2005.00859.x
Peterson, C. C., Wellman, H. M., & Slaughter, V. (2012). The mind behind the message: advancing theory of mind scales for typically developing children, and those with deafness, autism, or Asperger Syndrom. Child Development, 83(2), 469–485. https://doi.org/10.1111/j.1467-8624.2011.01728.x
Ronchi, L., Banerjee, R., & Lecce, S. (2020). Theory of mind and peer relationships: The role of social anxiety. Social Development, 29(2), 478–493. https://doi.org/10.1111/sode.12417
Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in preschool and early school years. Child Development, 86, 1159-1174. https:/doi.org/10.1111/cdev.12372
Smogorzewska, J., Szumski, G., & Grygiel, P. (2020). Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood? PLoS ONE 15(8): e0237524. https://doi.org/10.1371/journal.pone.0237524
Smogorzewska, J., Szumski, G., Bosacki, S., Grygiel, P., & Karwowski, M. (2022a). School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. Learning and Individual Differences, 93, 102111. https:// doi.org/10.1016/j.lindif.2021.102111
Smogorzewska, J., Szumski, G., Bosacki, S., & Grygiel, P. (2022b). Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. Research in Developmental Disabilities, 127, 104261. https://doi.org/10.1016/j.ridd. 2022.104261
Smogorzewska, J., Szumski, G., Grygiel, P., Bosacki, S., & Karwowski, M. (2024a). Creativity, theory of mind and loneliness – The link between cognitive and social abilities of school-age children. Learning and Individual Differences, 115, 102541 https://doi.org/10.1016/j.lindif.2024.102541
Smogorzewska, J., Szumski, G., Bosacki, S., Grygiel, P., & Osterhaus, C. (2024b). Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. Journal of Experimental Child Psychology,239, 105806. https://doi.org/10.1016/j.jecp.2023.105806
Wellman H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15 (6), 728–755. https://doi.org/10.1080/17405629.2018.1435413
Wellman H. M., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75(2), 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
Additional information
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