|
|
The Relationship between Theory of Mind and Language Skills in Preschool Children
Cajthamlová, Tereza ; Sotáková, Hana (advisor) ; Páchová, Anna (referee)
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
|
|
|
The Role of Empathy in Ethical Behaviour
Novák, Lukáš ; Matějek, Jaromír (advisor) ; Ovečka, Libor (referee)
More than two hundred years ago David Hume together with his fellow philosopher Adam Smith posited, that ethical behaviour arises from so called: "moral sense". In the other words, they share the same idea, that passions are principle evoking and guiding human behaviour. Hume claim: "Reason is, and ought only to be the slave of the passions" (…). It is possible that this statement - among others - woke up from the 'dogmatic dream' one of the greatest philosophers of all time - Immanuel Kant, who propose, - contrary to Hume - that reason but not necessary passions can determinate human actions. In the question of what rule the passions in ethics have, it seems to be helpful to use the knowledge which follows from recent science. During this thesis we will use methods such as: comparison, analysis and synthesis. Main aim of this thesis will be to deal with the following question: what relationship can be observed between empathy, "moral sense" and ethical behaviour in perspective of recent science. This enquiry will therefore try to deal with the old question: what the the relationship between reason, passions and ethical behaviour is.
|
|
| |
|
| |
|
|
Neural mechanisms of understanding of truth, lie and irony
Souček Loginova, Alisa ; Zaytseva, Yulia (advisor) ; Hocko Fajnerová, Iveta (referee)
Ironic statements are commonly used in our everyday communication. They are characterised by a meaning opposite to the literal one. They rely on mutual understanding of the contrast in the expressed ironic statement, which is based on common experience, knowledge, or understanding of the situational context. In this experiment, we aimed to find the neural correlates involved in the understanding of irony, as well as differences between brain regions involved in the understanding of deceits and the truth. The theoretical part of this thesis places irony into the broader context of higher cognitive functions and provides a solid theoretical background for its understanding from different points of view, such as neurobiological and psychological. Moreover, it describes a method called functional magnetic resonance imaging (fMRI) as a non-invasive imaging technique allowing researchers to have deeper understanding and locate activations in various conditions. Practical part provides a detailed description of the experiment, including description of participants, methods, and analysis methods. Specifically, 17 healthy volunteers - 10 females and 7 males took part in this fMRI project. They were to evaluate 20 statements in 3 different contexts - ironic, deceitful, and truthful. Measured data in form of...
|
|
| |
|
|
The relationship between theory of mind and language skills in preschool children
Cajthamlová, Tereza
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
|
|
|
Cognitive Processing of a child with Autism
Čížková, Kristýna
The aim of this work is to describe cognitive processing of a child with autistic spectrum disorder, to pause on its mechanisms and causes. The first part of the work presents a theoretical background for following interpretation of the data acquired in the research. Firstly it briefly defines autistic spectrum disorders, cognitive functioning of individuals with the disorder and above all two main psychological theories of autism: Theory of Mind (S. B. Cohen) and Weak Central Coherence Theory (U. Frith). The second part of the work recounts a process of the research. Its focus lies in a long-lasting work with a girl with autistic spectrum disorder and a girl from intact population. The both girls went through standard theory of mind tests, reading exams aimed at apprehension and mathematic written exercises. Research data come mainly from following interviews with the girls and observation of their procedure of thinking. Gained data were confronted with the mentioned psychological theories of autism. Final analysis shows typical characteristics of cognitive processing of the particular child with autism: detail focusing, physical thinking and perseverance.
|
|
|
The relationship between theory of mind and language skills in preschool children
Cajthamlová, Tereza
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
|
|
|
Analysis of Solving Math Problems in Students with Autism Spectrum Disorder (and its relation to cognitive processing of students)
Sotáková, Hana ; Rendl, Miroslav (advisor) ; Pavelková, Isabella (referee) ; Bazalová, Barbora (referee)
The dissertation thesis addresses the topic of mathematical tasks processing in students with autism spectrum disorder (ASD) and problematic points of their solution. The aim of this work is to delineate methods that ASD students use to approach these tasks and solve them. We focus primarily on whether it is possible to identify different procedures than those used by typically developing students, and whether these procedures show specifics corresponding to distinct cognitive processes. In the theoretical part we provide a theoretical background for the study. Firstly, we create a frame to understand the complexity of autism, furthermore we deal with psychological theories examining the topic, and describe specifics of development of ASD students during their adolescence. Thereafter, we reflect on studies addressing mathematical skills of ASD students. Mathematics is considered as their great strength, however is not sufficiently scrutinized, as highlighted by various international studies (for example Oswald et al., 2016). The empiric part is based on qualitative methodology and pursues comparisons of mathematical tasks processing between six ASD students and typically developing peers. We strive to document differences and common points in solutions as well as to analyze cognitive processes of...
|
guest ::
