Putting yourself into others' shoes : role-play benefits preschoolers' social understanding
Theory of Mind (ToM) is the ability to ascribe mental states such as beliefs, desires, and intentions to oneself and others (Premack & Woodruff, 1978). It is closely related to preschoolers’ behavioral control (e.g., Carlson, Moses, & Breton, 2002; Frye, Zelazo, & Palfai, 1995), academic...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Student Research Poster |
| Language: | English |
| Published: |
2013
|
| Online Access: | https://hdl.handle.net/10356/94108 http://hdl.handle.net/10220/8995 |
| _version_ | 1811685024282443776 |
|---|---|
| author | Shen, Pinxiu |
| author2 | Qu Li |
| author_facet | Qu Li Shen, Pinxiu |
| author_sort | Shen, Pinxiu |
| collection | NTU |
| description | Theory of Mind (ToM) is the ability to ascribe mental states such as beliefs, desires, and intentions to oneself and others (Premack & Woodruff, 1978). It is closely related to preschoolers’ behavioral control (e.g., Carlson, Moses, & Breton, 2002; Frye, Zelazo, & Palfai, 1995), academic competence (Blair and Razza, 2007), and social competence (Tan-Niam, Wood, & O’Malley, 2000). Past research has shown that Singaporean preschoolers had a slower ToM development as compared to Chinese, Korean, and North American children (Qu et. al, 2009; Qu et al., 2010, Shen & Qu, 2010). A training program to improve false belief understanding amongst Singaporean preschoolers is thus necessary. Although role-play has been positively associated with ToM development (e.g., Jenkins & Astington, 2000), none of the previous ToM training studies have employed role-play as a training methodology. This study examined the effectiveness of a role-play intervention program in improving preschoolers’ ToM ability. [2nd Award] |
| first_indexed | 2024-10-01T04:37:57Z |
| format | Student Research Poster |
| id | ntu-10356/94108 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T04:37:57Z |
| publishDate | 2013 |
| record_format | dspace |
| spelling | ntu-10356/941082020-09-27T20:28:42Z Putting yourself into others' shoes : role-play benefits preschoolers' social understanding Shen, Pinxiu Qu Li School of Humanities and Social Sciences Theory of Mind (ToM) is the ability to ascribe mental states such as beliefs, desires, and intentions to oneself and others (Premack & Woodruff, 1978). It is closely related to preschoolers’ behavioral control (e.g., Carlson, Moses, & Breton, 2002; Frye, Zelazo, & Palfai, 1995), academic competence (Blair and Razza, 2007), and social competence (Tan-Niam, Wood, & O’Malley, 2000). Past research has shown that Singaporean preschoolers had a slower ToM development as compared to Chinese, Korean, and North American children (Qu et. al, 2009; Qu et al., 2010, Shen & Qu, 2010). A training program to improve false belief understanding amongst Singaporean preschoolers is thus necessary. Although role-play has been positively associated with ToM development (e.g., Jenkins & Astington, 2000), none of the previous ToM training studies have employed role-play as a training methodology. This study examined the effectiveness of a role-play intervention program in improving preschoolers’ ToM ability. [2nd Award] 2013-01-31T03:13:34Z 2019-12-06T18:50:47Z 2013-01-31T03:13:34Z 2019-12-06T18:50:47Z 2011 2011 Student Research Poster Shen, P. (2011, March). Putting yourself into others' shoes: role-play benefits preschoolers' social understanding. Presented at Discover URECA @ NTU poster exhibition and competition, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/94108 http://hdl.handle.net/10220/8995 en © 2011 The Author(s). application/pdf |
| spellingShingle | Shen, Pinxiu Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title | Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title_full | Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title_fullStr | Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title_full_unstemmed | Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title_short | Putting yourself into others' shoes : role-play benefits preschoolers' social understanding |
| title_sort | putting yourself into others shoes role play benefits preschoolers social understanding |
| url | https://hdl.handle.net/10356/94108 http://hdl.handle.net/10220/8995 |
| work_keys_str_mv | AT shenpinxiu puttingyourselfintoothersshoesroleplaybenefitspreschoolerssocialunderstanding |