Search results

1

Krytycznie o sposobach badania teorii umysłu. Dziecięce strategie radzenia sobie z rozumieniem stanów mentalnych na materiale metafor

100%

Białecka-Pikul M.

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2007

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vol. 12

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issue 1

PL

The critique of the ways of investigation on theories of mind. The strategies used by children copying with understanding mental states on metaphors The researches on children’s ability to understand mental states as reasons of people’s behavior are usually conduct in false belief paradigm (Wellman, Cross i Watson, 2001; Flavell, 2000). The article presents the critique of this classic method and the research employing new procedure called metaphors’ test. Metaphors’ test enables to examine children’s mentalizing ability and simultaneously to analyze cognitive strategies used by children when they have to understand metaphor in order to perceive mental state of another person. The aim of this analysis was to verify main theses of the Siegler (1996) overlapping waves theory in the domain of children’s theories of mind. We examined 109 children aged from 3 years and 5 months to 5 years 11 months (the mean age was 59 months). Tested children have to solve 15 items of metaphors’ test. The children was randomly assigned to one of three groups. There were no cues in the control group but in two experimental groups two different kinds of hints were used. First of all, the obtained results indicate that the ability to perceive mental states on the material of metaphors develops with age (r = 0,36 on p < 0,001). Secondly, the analysis of strategies used by children in metaphor test provide the prove to state that the frequency of using some strategies changes with age. It means that there is a transition from realism to mature, mentalistic understanding of inner states.

2

Psychopatologia rozwojowa jako dziedzina badań nad rozwojem atypowymi

100%

Białecka-Pikul M.

Psychologia Rozwojowa

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2011

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vol. 16

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issue 3

15-25

EN

The main aim of the analysis is to present the area of interest of developmental psychopathology and to answer the question why this domain enables a new perspective in the research on the nature of psychological disorders. After a brief presentation of the history of birth of this new domain and its actual status, it is worthwhile to define the key concepts of developmental psychopathology and to reveal the specificity of its theoretical claims as well as empirical studies. Moreover, the aims of further research were shown. Key words: developmental psychopathology, atypical development, developmental disorders

3

Relatywizm myślenia młodzieży i młodych dorosłych jako przejaw rozwoju dojrzałej teorii umysłu

100%

Białecka-Pikul M.

Psychologia Rozwojowa

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2005

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vol. 10

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issue 3

PL

Relativism of adolescents’ and young adults’ thinking as the expression of the mature theory of mindUnderstanding the subjective nature of knowledge is the core of the relativism. The research conducted after Piaget (eg.: Perry, 1970; Chandler, 1987; Kuhn, 1998) revealed how children, adolescents and adults change their attitude to knowledge. On the other hand research on social cognition, especially on theory of mind (eg. Robinson i Apperly, 1998) find that the transition from childhood absolutism to relativism is not the effect of the insight in the nature of knowledge but it is rather the effect of broadening the set of psychological variables which should be taken into account when we think about the knowledge.In our research two kinds of dilemmas were presented to secondary school pupils and college students: medical dilemma and social dilemma. The groups of subjects were presented with dilemmas with more or less information about psychological situation of the main characters of dilemmas (their motivation, goals. The main aim of the research was the preliminary answer to the question about the possible relation between someone’s knowledge about the mind (ToM) and the ability to think in relativistic way.The results stands that searching to answer the question about when and why relativism appears and then decreases in adolescents’ and young adults’ thinking is still an open matter. Nevertheless it is worth to try to link the research on thinking with the research on social cognition, because presented results are inspired.

4

Poznanie i komunikacja – rozwój typowy i atypowy. Wprowadzenie

100%

Białecka-Pikul M.

Psychologia Rozwojowa

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2005

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vol. 10

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issue 3

PL

Tytuł niniejszego tomu Poznanie i komunikacja – rozwój typowy i atypowy sugeruje, że tematyka prezentowanych artykułów będzie skupiała się wokół rozważanego od lat w psychologii rozwoju problemu relacji mowa – myślenie. Spojrzenie na ten wciąż aktualny temat z perspektywy badań i analiz dokonywanych przez polskich psychologów z różnych ośrodków przynosi wiele ciekawych wniosków, na które warto zwrócić uwagę już we wprowadzeniu. Druga część tytułu – rozwój typowy i atypowy – sugeruje, że zawarte w tym tomie teksty dotyczą nie tylko rozwoju prawidłowego, ale również zmian rozwojowych, które zwykliśmy nazywać „zaburzeniem rozwoju”, „nieprawidłowością rozwojową”. Posłużono się terminem „atypowy” dla oznaczenia rozwoju innego niż przeciętny, rozwoju zachodzącego według innych, nieznanych nam jeszcze praw czy reguł.

5

Związki zdolności metalizowania i schizotypii

63%

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.

6

Kompetencja rodzicielska. Użyteczny konstrukt w badaniach nad rolą rodzicielskich oddziaływań w rozwoju dziecka

63%

Jackiewicz M., Białecka-Pikul M.

Psychologia Rozwojowa

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2019

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vol. 24

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issue 1

9-26

EN

The aim of the considerations is to present the usefulness of the construct of “parenting competence” according to the understanding of Teti and Huang (2004) in research on the role of parenting influence in child development. Through a critical analysis of definitions of such concepts as “parental attitude” or “parenting style,” the construct of parenting competence (PC) will be shown as allowing for a more precise, and at the same time, coherent and comprehensive characteristics of the most important components of parenting. PC will be presented as a construct which contains three important elements of parenting, namely: parental warmth, control and quality of communication. By presenting the potential usefulness of this construct, we will show that PC can be treated as a kind of social competence possessed by the parent. PC makes it possible to analyze parenting in the context of parent-child interaction, and at the same time takes into account the variability of parenting, which is culturally conditioned and, in this context, is strongly related to the developmental period, i.e., the child’s age.

7

Generating and Understanding Jokes by Five- And Nine-Year-Olds as an Expression of Theory of Mind

63%

Kielar-Turska M., Białecka-Pikul M.

Polish Psychological Bulletin

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2009

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issue 4

8-14

EN

The main aim of the presented research is to describe children's ability to generate and understand humorous stories and pictures drawn by their peers and older or younger children. From the perspective of research on children's theories of mind, we assume that in middle childhood we will observe a transition from the basic, copy theory of mind to the interpretative one (Carpendale & Chandler, 1996). The authoresses examined 60 five- and nine-year-old children in two phases. During the first phase, the children were asked to draw a funny picture and then justify what made it funny and they had also to present the funny story. Two months later, the children were presented with some pictures chosen after the first phase as the most typical one. They had to justify why these pictures are funny. The obtained results indicate that there is a relation between the age of the subjects and the kind of interpretations of funny pictures which are consistent with the author's intentions. Significantly more nine-year-olds than five-year-olds accurately understood the author's intentions when interpreting his picture. The presented data indicate that changes in the theory of mind take place also in middle childhood and lead to a complex, interpretative theory of mind which can be discovered when researching children's understanding of jokes.

8

Attachment and alexithymia are related, but mind-mindedness does not mediate this relationship

63%

Szpak M., Białecka-Pikul M.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

217-222

EN

The main aim of the study was to check: (a) attachment-related differences in alexithymia and (b) the mediating role of mind-mindedness in attachment-alexithymia relationship. Method: Attachment (PAM; Berry et al., 2007), alexithymia (TAS-20; Bagby, Taylor, & Parker, 1994) and mind-mindedness (“describe your friend” method; Meins et al, 2008) were measured in the sample of 128 Polish undergraduates. Results: Positive associations were seen between attachment anxiety and overall alexithymia scores and difficulty identifying emotions. Attachment avoidance was positively associated with overall alexithymia score, difficulty describing feelings and externally oriented thinking. Mind-mindedness was not related to neither attachment or alexithymia. Conclusion: There are attachment-related differences in alexithymia, but mind-mindedness seems not to mediate attachment-alexithymia relationship.

9

Attachment and alexithymia are related, but mind-mindedness does not mediate this relationship

63%

Szpak M., Białecka-Pikul M.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

217-222

EN

The main aim of the study was to check: (a) attachment-related differences in alexithymia and (b) the mediating role of mind-mindedness in attachment-alexithymia relationship. Method: Attachment (PAM; Berry et al., 2007), alexithymia (TAS-20; Bagby, Taylor, & Parker, 1994) and mind-mindedness (“describe your friend” method; Meins et al, 2008) were measured in the sample of 128 Polish undergraduates. Results: Positive associations were seen between attachment anxiety and overall alexithymia scores and difficulty identifying emotions. Attachment avoidance was positively associated with overall alexithymia score, difficulty describing feelings and externally oriented thinking. Mind-mindedness was not related to neither attachment or alexithymia. Conclusion: There are attachment-related differences in alexithymia, but mind-mindedness seems not to mediate attachment-alexithymia relationship.

10

Recenzja

63%

Białecka-Pikul M.

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2007

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vol. 12

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issue 4

PL

H. Rudolph Schaffer (2006), Key Concepts in Developmental Psychology, London: Sage

11

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

51%

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.

12

Sprawozdanie

51%

Białecka-Pikul M., Czyżowska D., Stępień M.

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2007

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vol. 12

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issue 4

PL

Sprawozdanie z XIII Europejskiej Konferencji Psychologii Rozwojowej w Jenie, 21–25 sierpnia 2007 r.

13

Rozwój zdolności mentalizacji. Z badań nad związkiem teorii umysłu, sprawności językowych i funkcji zarządzającej

51%

Kielar-Turska M., Białecka-Pikul M., Skórska A.

Psychologia Rozwojowa

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2006

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vol. 11

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issue 2

PL

The development of the mentalising ability. The research on the relation between theories of mind, language abilities and executive functionsThe main aim of the presented research was to indicate relations between the chosen factors of cognitive control that make a preschool child to develop the ability to mentalise –means reflect and consciously control his or her own behavior and thinking. Three such factors were searched: theories of mind, executive functions and language abilities.39 children aged 4 and 6 were tested with: False Belief Tests, Test of Language Development HSET by Grimm i Schöler and tests to examine 4 aspects of executive functions (flexibility, working memory, planning and organization, inhibition).There were 3 directions of the analysis of the obtained results and they indicate that: there are relations between theories of mind, executive functions and language abilities (the correlation is between 0.65 and 0.76); the tested aspects of theories of mind, executive functions and language abilities are interrelated to the different degree; there are important developmental changes in the tested factors of cognitive control in children aged form 4 to 6.

14

Odkrywanie kompetencji komunikacyjnych niemowląt. Skala Wczesnej Komunikacji Społecznej jako przykład narzędzia pomiarowego

51%

Białecka-Pikul M., Karwala M., Stępień-Nycz M., Białek A.

Psychologia Rozwojowa

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2014

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vol. 19

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issue 3

PL

The aim of the present analysis is to describe the developmental trajectory of the infant and toddler communicative competencies. Turn-taking, gaze-following, joint attention and pointing gestures are the most important expressions of these competencies that could be measured by the Early Social Communication Scale (ESCS Mundy et al., 2003). We present the results of a research conducted with 358 one-year old children and obtained through the Polish version of this scale (ESCS). The validity and reliability of the Polish version of ESCS proved to be satisfactory. The obtained results were analyzed emphasizing the role of early communicative competencies in the further social, linguistic and cognitive development of a child and indicating the domain of psychological practice where ESCS could be implemented.

15

Teoria umysłu i jej pomiar u dzieci w wieku 4–6 lat: Test Refleksji nad Myśleniem

51%

Białecka-Pikul M., Szpak M., Haman E., Mieszkowska K.

Psychologia Rozwojowa

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2018

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vol. 23

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issue 1

41-68

EN

The paper presents Test Refleksji nad Myśleniem (TRM, Reflection on Thinking Test), designed to investigate the development of reflection on thinking in children above 4 years of age. TRM is composed of nine tasks in the form of illustrated stories. The tasks assess child’s understanding of the 1st order beliefs (Unexpected Transfer Test and Deceptive Box Test), understanding of deception, ambiguity and interpretation, understanding of surprise and the 2nd order beliefs. In order to evaluate basic psychometric properties of TRM, data gathered from 259 Polish monolingual children aged 4 to 6 were analyzed. The test correctly differentiates the scores of 4-, 5- and 6-year-olds and displays appropriate measurement invariance. The TRM results are positively correlated with results of tests measuring general cognitive and linguistic abilities in children. Additionally, in accordance with our predictions, the typically developing children obtained significantly higher results than children with specific language impairment. The results confirm that TRM is a reliable and valid instrument that can be used in basic research.

16

Where was it? Working memory as a predictor of passive vocabulary development in the third year of life

51%

Białecka-Pikul M., Kosno M., Byczewska-Konieczny K.

Polish Psychological Bulletin

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2016

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vol. 47

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issue 1

92-102

EN

The objective of the presented research was to test whether working memory, measured using the Spin the Pots task, is an important factor in passive vocabulary development in 2- and 3-year-old children. Two longitudinal studies were conducted. In the first, 135 children participated in the first study. At 18 months their responding to joint attention was measured, and then at 24 months their working memory and passive vocabulary was tested. It was demonstrated that responding to joint attention predicts the level of development of working memory, which in turn influences the extent of the passive vocabulary. In the second study, 113 children participated - at 30 months their working memory was measured, and at 24 months and then 36 months their passive vocabulary was tested. It was observed that at the age of 3 working memory is still a significant predictor of passive vocabulary. The usefulness of the Spin the Pots task for measuring the working memory of young children was shown and discussed in conclusions.

17

Where was it? Working memory as a predictor of passive vocabulary development in the third year of life

51%

Białecka-Pikul M., Kosno M., Byczewska-Konieczny K.

Polish Psychological Bulletin

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2016

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vol. 47

|

issue 1

92-102

EN

The objective of the presented research was to test whether working memory, measured using the Spin the Pots task, is an important factor in passive vocabulary development in 2- and 3-year-old children. Two longitudinal studies were conducted. In the first, 135 children participated in the first study. At 18 months their responding to joint attention was measured, and then at 24 months their working memory and passive vocabulary was tested. It was demonstrated that responding to joint attention predicts the level of development of working memory, which in turn influences the extent of the passive vocabulary. In the second study, 113 children participated - at 30 months their working memory was measured, and at 24 months and then 36 months their passive vocabulary was tested. It was observed that at the age of 3 working memory is still a significant predictor of passive vocabulary. The usefulness of the Spin the Pots task for measuring the working memory of young children was shown and discussed in conclusions.

18

The Child as an Observer: The Influence of Adults’ Nonverbal Messages on Children’s Social Attitudes

51%

Jurasińska A., Bukowski M., Białecka-Pikul M.

Polish Psychological Bulletin

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2019

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vol. 50

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issue 4

357-367

EN

Previous research showed that children can exhibit preferences for social categories already at preschool age. One of the crucial factors in the development of children’s attitudes toward others is children’s observation and imitation of adults’ nonverbal messages. The aim of our study is to examine whether children’s tendency to perceive and follow nonverbally expressed attitudes toward other people is related to ingroup bias, i.e. the tendency to favor one’s own group over other groups. We examined 175 preschool children (age in months: 61–87; M = 72.6, SD = 6.53) presenting them with a video of a conversation between a message sender and a message recipient. The study was conducted in a minimal group paradigm. We found that children accurately identified the message sender’s attitude toward the recipient and also generalized this attitude to other members of the new group. We also found explicit ingroup bias among children from the message sender’s group. However, no generalization of the sender’s attitude to other ingroup members was found. The results are discussed in reference to previous findings on the role of imitation of adult’s non-verbal behavior for the development of social attitudes among children.

19

Emotional and attentional predictors of self-regulation in early childhood

39%

Stępień-Nycz M., Rostek I., Byczewska-Konieczny K., Kosno M., Białecka-Pikul M., Białek A.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 3

421-432

EN

The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.

20

Emotional and attentional predictors of self-regulation in early childhood

39%

Stępień-Nycz M., Rostek I., Byczewska-Konieczny K., Kosno M., Białecka-Pikul M., Białek A.

Polish Psychological Bulletin

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2015

|

vol. 46

|

issue 3

421-432

EN

The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.

Refine search results

Krytycznie o sposobach badania teorii umysłu. Dziecięce strategie radzenia sobie z rozumieniem stanów mentalnych na materiale metafor

Psychopatologia rozwojowa jako dziedzina badań nad rozwojem atypowymi

Relatywizm myślenia młodzieży i młodych dorosłych jako przejaw rozwoju dojrzałej teorii umysłu

Poznanie i komunikacja – rozwój typowy i atypowy. Wprowadzenie

Związki zdolności metalizowania i schizotypii

Kompetencja rodzicielska. Użyteczny konstrukt w badaniach nad rolą rodzicielskich oddziaływań w rozwoju dziecka

Generating and Understanding Jokes by Five- And Nine-Year-Olds as an Expression of Theory of Mind

Attachment and alexithymia are related, but mind-mindedness does not mediate this relationship

Attachment and alexithymia are related, but mind-mindedness does not mediate this relationship

Recenzja

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

Sprawozdanie

Rozwój zdolności mentalizacji. Z badań nad związkiem teorii umysłu, sprawności językowych i funkcji zarządzającej

Odkrywanie kompetencji komunikacyjnych niemowląt. Skala Wczesnej Komunikacji Społecznej jako przykład narzędzia pomiarowego

Teoria umysłu i jej pomiar u dzieci w wieku 4–6 lat: Test Refleksji nad Myśleniem

Where was it? Working memory as a predictor of passive vocabulary development in the third year of life

Where was it? Working memory as a predictor of passive vocabulary development in the third year of life

The Child as an Observer: The Influence of Adults’ Nonverbal Messages on Children’s Social Attitudes

Emotional and attentional predictors of self-regulation in early childhood

Emotional and attentional predictors of self-regulation in early childhood