Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/7519
Title: Understanding theory of mind development in Lebanese children : linguistic and cultural influences
Authors: Lebnen, Fida
Advisors: Angeard, Nathalie
Keywords: Theory of Mind, preschool Lebanese children, memory for syntax complements, language, collectivism, individualism
Subjects: University of Balamand--Dissertations
Dissertations, Academic
Issue Date: 2024
Publisher: [Kalhat, Lebanon] : [University of Balamand], 2024
Abstract: 
This study investigates the development of Theory of Mind (ToM) in Lebanese children aged
3 to 6 years, with a focus on cultural context (collectivism vs. individualism) and sentential
complement comprehension. Thirty participants were divided into two age groups (3-4 years
and 4-6 years) and assessed using diverse belief (DB), false belief (FB), and hidden emotion
(HE) tasks from the Arabic version of the Battery for Children - Theory of Mind (ABC TOM). Sentential complement understanding was evaluated using an adapted version of de
Villiers and Pyers' syntax test. Parents completed the Auckland Individualism and
Collectivism Scale (AICS) to gauge cultural orientation. Results showed that older children
(4-6 years) performed significantly better on FB tasks compared to younger children (3-4
years), aligning with established research on ToM development. However, there was no
significant age difference in DB performance, suggesting variability in the developmental
sequence. No children succeeded in the HE task, likely due to the cognitive complexity
involved. Sentential complement understanding significantly correlated with higher ToM
scores, supporting previous findings on the linguistic underpinnings of ToM development.
Analysis of SCT subscales revealed that children who succeeded in DB tasks performed
better on future tense constructs, highlighting the potential link between episodic future
thinking and ToM.
Cultural analysis showed no significant differences in DB and FB task performance between
individualistic and collectivist backgrounds, possibly due to the homogeneity of the sample
and small size. Gender differences were minimal in ToM tasks, but girls outperformed boys
on the Sentential Complement Test (SCT), indicating advanced linguistic abilities in females.
These findings contribute to the understanding of ToM development in a non-Western
context, emphasizing the roles of age, linguistic competence, and cultural factors. Further research with larger, more diverse samples is recommended to explore these relationships comprehensively.
Description: 
Includes bibliographical references (p. 67-78)
URI: https://scholarhub.balamand.edu.lb/handle/uob/7519
Rights: This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder
Ezproxy URL: Link to full text
Type: Thesis
Appears in Collections:UOB Theses and Projects

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