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dc.contributor.advisorDonaldson, Morag
dc.contributor.authorSomerville, Jacqueline
dc.date.accessioned2008-07-09T14:34:38Z
dc.date.available2008-07-09T14:34:38Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/1842/2325
dc.description.abstractThe purpose of this study was to determine whether there was a relationship between attendance at daycare facilities and theory of mind ability. In addition to investigating the relationship between daycare and theory of mind, sibling relationships were also examined. The two sibling relationships investigated were having any siblings, and having only older siblings. The participants were 35, Caucasian, nursery-attending children, between the ages of 3 and 5 years, from working and middle-class families in Scotland. All participants had a questionnaire completed on their behalf, by a parent or guardian, which collected information regarding their sibling status and daycare history. Theory of mind ability was tested using three false belief tasks, including one unexpected contents task, one change of location task, and one deception task. The data, controlling for age, did not show a link between daycare and theory of mind ability, either through correlations or analysis of variance tests. Furthermore, there was found to be no significant relationship between siblings and theory of mind ability.en
dc.format.extent165499 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.subjectsocial interactionen
dc.subjecttheory of minden
dc.subjectchildren in daycareen
dc.subjectsibling relationshipsen
dc.subjectfalse belief tasksen
dc.titleThe Effect of social interaction on theory of minden
dc.typeThesis or Dissertationen
dc.type.qualificationlevelUndergraduateen
dc.type.qualificationnameUndergraduateen
dcterms.accessRightsRestricted Accessen_US


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