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اثر ناتوانی‌های حرکتی بر توانایی‌های تئوری ذهن (ToM)کودکان: یک مطالعه‌ی تطبیقی
مریم نژاد حاجی علی ایرانی1 ، جواد صالحی* 2
1- گروه روان‌شناسی عمومی، سازمان آموزش و پرورش استان زنجان، زنجان، ایران
2- گروه روان‌شناسی دانشگاه زنجان، زنجان، ایران ، javadsalehi@znu.ac.ir
چکیده:   (974 مشاهده)
محدودیت­های حرکتی کودکان دارای ناتوانیهای جسمی جابجایی، اکتشاف محیط و تعاملات اجتماعی آنها را به طور منفی تحت تاثیر قرار داده زمینه ساز تاخیر در رشد شناخت اجتماعی، به ویژه نظریه ذهن(TOM)، در آنها می­شود. پژوهش حاضر با هدف مقایسه سطح توانش­های نظریه ذهن در دانش­آموزان دارای مشکل حرکتی، دانش­آموزان کم­توان ذهنی و دانش­آموزان با رشد طبیعی، با توجه خاص به نقش ناتوانی­های حرکتی انجام شد. در این پژوهش علّی-مقایسه­ای برای دستیابی به این هدف تعداد 44 دانش­آموز فلج مغزی، 29 دانش­آموز کم­توان ذهنی، و 46 دانش­آموز دارای رشد طبیعی به روش دردسترس از مدارس زنجان نمونه ­گیری شدند. از سیستم طبقه­بندی عملکرد حرکتی درشت توسعه یافته و بازبینی شده (GMFCS - E&R)،  فرم 38 سوالی آزمون نظریه‏ی ذهن، و نتایج آزمونهای هوش وکسلر، لایتر و گودیناف (موجود در پرونده کودکان) برای دستیابی به داده­های مورد نیاز استفاده شد. نتایج تحلیل واریانس چند متغیره نشان داد که دانش­آموزان معلول حرکتی به رغم همگن­سازی از لحاظ جنسیت، سن و هوش در نظریه ذهن (به ویژه در سطح پیشرفته) عملکرد ضعیف­تری نسبت به دانش­آموزان عادی از خود نشان دادند. البته عملکرد دانش­آموزان دارای ناتوانی حرکتی از دانش­آموزان کم­توان ذهنی بهتر بود. در مجموع، نتایج ارتباط بین محدودیت حرکتی و نظریه ذهن را تایید نمود و نشان داد که محدودیت حرکتی می­تواند از طریق محدود ساختن روابط اجتماعی فرد، علیرغم داشتن هوش طبیعی، توانش­های نظریه ذهن او را تحت تاثیر منفی قرار دهد.
واژه‌های کلیدی: نظریه ذهن، دانش آموزان، مشکلات حرکتی، کم توانی ذهنی، روابط اجتماعی
متن کامل [PDF 1119 kb]   (19 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1399/9/4 | پذیرش: 1402/8/15 | انتشار: 1403/4/6
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