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Recenzja

100%
Rynda M.
Psychologia Rozwojowa
|
2011
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vol. 16
|
issue 3
PL
J. Morton (2004), Understanding Developmental Disorders. A Causal Modelling Approach. Malden, MA: Blackwell Publishing
2

Dysfunkcja społeczna w schizofrenii z perspektywy poznania spolecznego

84%
Bialecka-Pikul M., Rynda M.
Psychologia Społeczna
|
2010
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vol. 5
|
issue 4(15)
345-354
PL
Theory of mind, often called mentalizing ability, is the ability to attribute mental states to other people in order to explain and predict their behavior. This ability, considered as automatic and natural, is very important for social cognition and social functioning. The importance of this ability is well seen when we analyze difficulties in social functioning of people with difficulties in mentalizing, that is people with schizophrenia. The aim of the article is to present this new perspective in research on social dysfunction in schizophrenia. Starting with presentation of contemporary definitions of social cognition which emphasize the crucial role of the theory of mind we then define what the theory of mind is and discuss methods aimed to assess the mentalizing ability. Afterwards we try to answer the question whether social dysfunction in schizophrenia can be explained as a deficit of the theory of mind. Further, we present studies of insight and effectiveness of therapy aimed to improve the ability to mentalize, and we use it as an argument that theory of mind plays a fundamental role in social functioning. In summary we focus on further perspectives for studies in social cognition.
3
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Związki zdolności metalizowania i schizotypii

84%
Rynda M., Białecka-Pikul M.
Rocznik Kognitywistyczny
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2010
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vol. 4
PL
Mentalizing Ability and Its Relation to SchizotypyThe aim of presented study was to investigate the relationship between the schizotypal types and mentalizing ability (that is, the ability to attribute mental states to other people in order to explain and predict their behaviours). According to the previous research, both people softer from schizophrenia and high schizotypol subjects have diffi culties in mentalizing. In this study the Oxford-Liverpool Inventory of Feelings and Experiences and the Strange Story Test were used. Obtained results, indicating that there is no relation between schizotypal type and mentalizing are discussed in the context of the results of past research.
4

Constructing a Narrative in the Standard Unexpected Transfer Test in Adolescence and Adulthood

68%
Białecka-Pikul M., Rynda M., Syrecka D.
Psychology of Language and Communication
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2010
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vol. 14
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issue 1
29-43
EN
The aim of the presented research was the replication and extension of the research by Nelson, Plesa and Henseler (1998), which was the basis for examining the nature of the theory of mind or mentalizing ability (that is, the ability to attribute mental states to other people in order to explain and predict their behaviors) in adolescents and adults. Specifically, its experience-like versus theory-like character. The test, an unexpected transfer task (the Max story), was completed by 827 people aged 13 to 75 (average 21.9). Half of them were supposed to solve the task with a shorter version of the story (including only the facts), and the other half were given the longer version (including descriptions of emotions, beliefs of the protagonist and explanations of ongoing events). All of the answers were then categorized applying Nelson's classification and two other types of analysis. Gender, age and fields of interest were taken into account during analysis of the participants' answers. The Polish respondents rarely answered in a narrative way (only 13%, in contrast to Nelson's result of 46%). Despite the fact that age was not a factor corresponding to a narrative answer, it was proven that older respondents did indeed assume the first person perspective when justifying Max's behavior. Women, more often than men, appealed to the knowledge and the protagonist's way of thinking. The respondents' fields of interest did not seem to diversify the obtained results, nor did the version of the story. The results do not allow us to draw unambiguous conclusions about the nature of the adult's theory of mind, but they form the basis for analyzing the methodology of research on theory of mind.
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