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dc.contributor.authorEkerim Akbulut, Müge
dc.contributor.authorŞen, Hilal H.
dc.contributor.authorBeşiroğlu, Burcu
dc.contributor.authorSelçuk, Bilge
dc.date.accessioned2020-09-30T07:27:43Z
dc.date.available2020-09-30T07:27:43Z
dc.date.issued2020en_US
dc.identifier.issn1573-2843
dc.identifier.issn1062-1024
dc.identifier.urihttps://hdl.handle.net/20.500.12723/2810
dc.identifier.urihttps://link.springer.com/content/pdf/10.1007/s10826-019-01556-9.pdf
dc.description.abstractResearch examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-of-mind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers’ disruptive behaviors.en_US
dc.description.abstractTelif hakları gereğince yayın erişime kapalıdır. Yayın yayıncı tarafından erişime açık ise bağlantılar kısmından ulaşılabilmektedir.en_US
dc.language.isoengen_US
dc.publisherJournal of Child and Family Studiesen_US
dc.identifier.doi10.1007/s10826-019-01556-9
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleThe Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavioren_US
dc.typearticleen_US
dc.department29 Mayıs Üniversitesi, Edebiyat Fakültesi, Psikoloji Bölümüen_US
dc.authorid0000-0002-2074-8003en_US
dc.institutionauthor. . .en_US
dc.identifier.issue29en_US
dc.identifier.startpage128en_US
dc.identifier.endpage143en_US
dc.relation.ispartofJournal of Child and Family Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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