Material Type  

 학위논문

 

0017164352

Date and Time of Latest Transaction  

20250211152952

ISBN  

9798384041917

DDC  

136

Author  

Yu, Chi-Lin.

Title/Author  

Developing a Theory of Mind: A Multi-Method Perspective.

Publish Info  

[S.l.] : University of Michigan., 2024

Publish Info  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Material Info  

169 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

General Note  

Advisor: Kovelman, Ioulia;Wellman, Emeritus Henry M.

학위논문주기  

Thesis (Ph.D.)--University of Michigan, 2024.

Abstracts/Etc  

요약Human beings are physically independent but psychologically connected. We deal with others by thinking about their mental states - their beliefs, intentions, and experiences - evidencing a theory of mind (ToM). This dissertation aims to explore an overarching research goal: How do children develop their ToM? This is an essential area of study as ToM is fundamental to social life and influences the quantity and quality of social interaction. The dissertation research was designed to address a variety of research questions regarding children's ToM development: (1) How do children develop ToM, and to what extent is such a development similar or different across various countries/cultures? (2) How and why are some children seriously delayed in developing ToM? (3) How is ToM development encoded in the developing brain? (4) Where do differences in ToM development come from? Across a series of four studies, I investigated these questions using an interdisciplinary, multi-method perspective with a targeted mix of four different methodologies, including meta-analysis (Chapter 2), behavioral testing (Chapter 3), neuroimaging (Chapter 4), and computational modeling (Chapter 5). Overall, I found that children develop ToM via a universal developmental trajectory, progressing in a sequence of understandings where children's more advanced, later-developing ToM insights are built step-by-step on more fundamental, earlier-developing insights. There is also cultural-specificity evident in two slightly differing progressions characterizing children growing up in individualistic versus collectivist countries (Chapter 2). This cultural-specificity results from ToM being shaped by potentially varying social-communicative experiences. Such variations can also impact ToM development more seriously, as evident in the ToM delays of deaf and hard-of-hearing (DHH) children. Here I report how ToM development is impacted in 210 5- to 9-year-old DHH children who constitute three revealing groups: children acquiring only spoken English, children acquiring only sign, and bimodal children acquiring both (Chapter 3). Furthermore, the experience-dependent learning that shapes ToM development is encoded in the developing brain in a domain-specific manner. I demonstrate this via the use of a novel neuroimaging method using a naturalistic story-listening paradigm to collect and analyze ToM neuroimaging data (Chapter 4). Finally, I propose and show that processes of social interaction could explain how ToM develops and how individual differences may emerge in this development - more social interactions lead to faster ToM development - using a computational modeling approach (Chapter 5). These studies have yielded a plethora of previously unknown findings on the developmental pattern of ToM, offering a more comprehensive perspective on the nature of ToM development. They consistently suggest one plausible explanation for ToM development: ToM development results from constructivist learning as shaped by relevant information and experiences, where children develop their ToM based on social-interactional experiences, ultimately achieving a more mature, adult-like version of ToM. More remains to be seen, however, about the exact nature of the mechanisms whereby child-specific social and neural factors and family-specific cultural practices and values intertwine to drive ToM development.

Subject Added Entry-Topical Term  

Developmental psychology.

Subject Added Entry-Topical Term  

Psychobiology.

Subject Added Entry-Topical Term  

Quantitative psychology.

Subject Added Entry-Topical Term  

Cognitive psychology.

Index Term-Uncontrolled  

Theory of mind

Index Term-Uncontrolled  

Social cognitive development

Index Term-Uncontrolled  

Conceptual sequences

Index Term-Uncontrolled  

Developing timetables

Index Term-Uncontrolled  

Brain development

Index Term-Uncontrolled  

Computational modeling

Added Entry-Corporate Name  

University of Michigan Psychology

Host Item Entry  

Dissertations Abstracts International. 86-03B.

Electronic Location and Access  

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Control Number  

joongbu:657245