The Effectiveness of Verbal Self-Instruction On the Theory of Mind in Preschool Children Download PDF

This research was carried out to evaluate the effect of verbal self-instruction skills on the theory of mind in preschool students in Sanandaj. This research design included one experimental group and one control group with a pre-test and post-test. For this purpose, among the population of all pre-school children of Sanandaj city kindergartens, one kindergarten was selected using multistage cluster sampling method and 20 subjects were randomly selected as the sample. Finally, they were assigned into experimental and control groups (each group containing10 subjects). Data collection tool was Wechsler sentences repetition test and the theory of mind tasks. Data were analyzed using one-way covariance analysis (ANCOVA). Results indicated that verbal self-instruction training affects the theory of mind (p ≥ 0.005; F = 8.78) and cognitive function (P ≥0.005; F = 10.08). As a result, it seems that using verbal self-instruction training improves the theory of mind and cognitive function in children.