Assessing Perspective-Taking in Children through Different Formats of Deictic Framing Protocol
The modern behavioral account of human language and cognition known as Relational Frame Theory (RFT) has argued that deictic relations are key repertoires underlying the development of the ability to take the perspective of another individual. Several studies have employed a deictic framing-based te...
Saved in:
| Main Author: | |
|---|---|
| Format: | Ebooks |
| Subjects: | |
| Online Access: | Get Fulltext |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| LEADER | 01767 am a22001573u 4500 | ||
|---|---|---|---|
| 001 | oer_unej_7569 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Maria M. Montoya - Rodriguez |e author |
| 245 | 0 | 0 | |a Assessing Perspective-Taking in Children through Different Formats of Deictic Framing Protocol |
| 500 | |a http://oer.library.unej.ac.id//index.php?p=show_detail&id=7569 | ||
| 520 | |a The modern behavioral account of human language and cognition known as Relational Frame Theory (RFT) has argued that deictic relations are key repertoires underlying the development of the ability to take the perspective of another individual. Several studies have employed a deictic framing-based test protocol as an assessment of perspective-taking. In recent years, the format of the protocol has been modified in different studies. However, no empirical investigations have compared the original protocol with the new formats. The present chapter reports two studies that investigated whether a deictic relational protocol based on modification from recent research demonstrated better performance versus traditional deictic relations measured, with typically developing children. Results of Study 1 showed that variability in the scenarios proposed by recent research could be the best option, although a series of modifications should be made for the target population. Results of Study 2 showed that a combination of both original and new protocols of deictic relations gave a better performance on the perspective-taking task in the sample used. This chapter supports the need to adapt perspective-taking protocol to the work with children. | ||
| 546 | |a en | ||
| 690 | |a Psychology | ||
| 690 | |a NONE | ||
| 655 | 7 | |a Text |2 local | |
| 856 | 4 | 1 | |u http://oer.library.unej.ac.id//index.php?p=show_detail&id=7569 |z Get Fulltext |