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Improving Preschoolers’ Theory Of Mind Skills With Digital Games: A Training Study

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dc.contributor.advisor Clark, Kevin Nikolayev, Mariya
dc.creator Nikolayev, Mariya 2016-04-19T19:26:38Z 2016-04-19T19:26:38Z 2015
dc.description.abstract This single-subject research study examined functional relation between digital games enriched with voice-overs and theory of mind (ToM) when game play was either followed or not followed by a discussion focused on the game’s content. The study employed multiple baseline design across participants to evaluate the effects of games with mental state language voice-overs as well as games with mental state language voice-overs combined with a follow-up discussion of children’s ToM skills. ToM was assessed with two measures based on a continuous ToM assessment scale; the first measure included three tasks and targeted earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access) and the other measure included 2 tasks that assessed later-developing ToM competency, false belief understanding. The voice-overs for the games were created based on results of research studies examining language conducive to ToM development and validated by a group of early childhood educators.
dc.format.extent 194 pages
dc.language.iso en
dc.rights Copyright 2015 Mariya Nikolayev
dc.subject Education en_US
dc.subject Educational technology en_US
dc.subject Developmental psychology en_US
dc.subject Digital Games en_US
dc.subject Educational Content Development en_US
dc.subject Learning from Media en_US
dc.subject Preschoolers en_US
dc.subject Social-emotional development en_US
dc.subject Theory of Mind en_US
dc.title Improving Preschoolers’ Theory Of Mind Skills With Digital Games: A Training Study
dc.type Dissertation en Doctoral en Education en George Mason University en

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