Habilidades da teoria da mente e compreensão de verbos metacognitivos em crianças com desenvolvimento normativo
DOI:
https://doi.org/10.22235/cp.v16i1.2444Palavras-chave:
teoria da mente, verbos metacognitivos, desenvolvimento típico, primeira infânciaResumo
A aprendizagem das habilidades de teoria da mente (ToM) é considerada fundamental para garantir um bom desempenho adaptativo no contexto social, pois permite às pessoas atribuir estados mentais a si mesmas e aos outros, e assim prever o comportamento das pessoas. O objetivo do presente estudo foi analisar o desempenho nas tarefas de ToM e na compreensão de verbos metacognitivos contextualizados em histórias em crianças com desenvolvimento normativo. Uma amostra de 41 crianças de 3 a 5 anos foi utilizada com uma metodologia descritiva. Os resultados mostram que o nível 3 de ToM foi o que teve os menores níveis de acertos. Em relação ao teste que avaliou a compreensão dos verbos metacognitivos, os resultados mais baixos foram obtidos no teste que se referia ao verbo saber. Os resultados encontrados sugerem que os verbos mentais referentes aos desejos são aprendidos primeiro antes das crenças, e que os níveis de informação defendidos pelo modelo ToM de Howlin et al. (1999) não parecem estar em sequência de níveis de complexidade.
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