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Journal articles on the topic 'Perspective-taking ability'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Bischoff, Theanna, and Joan Peskin. "Do fiction writers have superior perspective taking ability?" Scientific Study of Literature 4, no. 2 (December 31, 2014): 125–49. http://dx.doi.org/10.1075/ssol.4.2.01bis.

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In investigating the relationship between fiction writing and perspective taking, beliefs about the ability of fiction writers to correctly infer the mental states of others were assessed via survey, in comparison to other professions. Next, two groups of fiction writers (established and intermediate) and a control group were compared across different measures of perspective taking. Possible moderating variables such as age, verbal intelligence, depressive symptoms, and fiction reading were measured. Participants provided writing samples, which were scored for quality. Analyses revealed that the general public believes fiction writers demonstrate above-average perspective-taking ability; however, empirical tests revealed no significant between-group differences on the outcome measures, nor any relationship between fiction writing quality and any outcome measures. The results of the suggest that fiction writers are no better than similar individuals who do not write fiction in terms of their ability to infer others’ mental states or take their perspectives.

2

Newcombe, Nora, and Janellen Huttenlocher. "Children's early ability to solve perspective-taking problems." Developmental Psychology 28, no. 4 (1992): 635–43. http://dx.doi.org/10.1037/0012-1649.28.4.635.

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3

Carlomagno, Nadia, Alfredo Di Tore, and Maurizio Sibilio. "Role Playing and Perspective Taking." International Journal of Digital Literacy and Digital Competence 5, no. 2 (April 2014): 49–58. http://dx.doi.org/10.4018/ijdldc.2014040104.

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The rationale of this work combines the concepts of role playing and storytelling in the creation of an interactive virtual environment aimed at assessing and training students' perspective taking skill, or the ability of students in primary and secondary level to take the point of view of the characters of a narrative. The ability to take the perspective of others is extremely important from the cognitive point of view. Piaget has suggested that the moment we abandon the egocentric perspective in favor of the ability to take another point of view, takes place not earlier than seven years of age. Subsequent researches challenged the findings of Piaget. For this reason, the project will address children in the last years of primary school (aged 8-10) and the first level of secondary school (aged 11-13). From 8 years old then, in fact, the child, in the opinion of many researchers who have addressed this issue, should be out of the egocentric stage and should have acquired the skill of perspective taking. The goal of current stage is to create a tool that allows the students to take the point of view of the characters in a story and to make choices in the narrative, which are consistent with the role of the character played.

4

Dodd, Janet L., Alaine Ocampo, and Kelly S. Kennedy. "Perspective Taking Through Narratives." Communication Disorders Quarterly 33, no. 1 (October 18, 2011): 23–33. http://dx.doi.org/10.1177/1525740110395014.

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This study investigated the use of a narrative-based language intervention program for teaching perspective-taking skills to students with autism spectrum disorders (ASD). The participants consisted of 18 students between the ages of 9 years 7 months and 12 years 2 months ( M = 10:8) who had a diagnosis of an ASD. Students received 500 minutes of either a narrative-based intervention that focused on teaching perspective taking (PTI) or a traditional narrative-based language intervention (NBLI) that focused on story elements and semantics. Intervention was provided in small groups consisting of five students and one speech-language pathologist. The participants who received the PTI demonstrated greater growth in their ability to retell the story from the perspective of different characters compared to those who participated in the NBLI. Clinical implications are included.

5

Ittyerah, Miriam, and Kanika Mahindra. "Moral Development and its Relation to Perspective Taking Ability." Psychology and Developing Societies 2, no. 2 (September 1990): 203–16. http://dx.doi.org/10.1177/097133369000200204.

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6

McGarry, Katharine A., Melanie West, and Kevin F. Hogan. "Perspective-Taking and Social Competence in Adults." Advances in Cognitive Psychology 17, no. 2 (June 2021): 129–35. http://dx.doi.org/10.5709/acp-0323-5.

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Theory of mind (ToM) research assumes an idealized ability in adults (Begeer et al., 2010). Links between ToM and social skills are often presupposed and some researchers argue that claims about the relationship between the two are often broad and unjustified (Hughes & Leekam, 2004; Liddle & Nettle, 2006). Perspective-taking (PT) has been heavily implicated in social cognition (Ruby & Decety, 2004) and is commonly placed under the title of ToM (Baron-Cohen, 2000). However, it is suggested that ToM and PT are not the same skills and may in fact be two distinct forms of social cognition (Cutting & Dunn, 1999). The current study explored the relationship between PT and social skills within a typically developed adult population. Eighty participants completed the Social Skills Inventory (SSI, Riggio & Carney, 2003) in addition to a computerised PT task. Greater PT ability was associated with greater social ability. Expressivity and control scores were predicted by PT ability, indicating that greater PT ability is predictive of greater control skills and expressivity skills in individuals and vice versa. Greater emotional intelligence has been associated with superior PT ability and higher expressivity in individuals (Goleman, 1995; Schutte et al., 2001). We suggest that emotional intelligence could be contributing to the relationship between expressivity and PT. Additionally, as both control behaviors and PT abilities place a demand on cognitive resources (Richards & Gross, 2000; Surtees et al., 2016), we argue that the same executive processes are utilized in both abilities.

7

Mouw, Jolien, Nadira Saab, Hannie Gijlers, Marian Hickendorff, Yolinde Van Paridon, and Paul Van Den Broek. "The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes." Frontline Learning Research 8, no. 6 (November 12, 2020): 88–113. http://dx.doi.org/10.14786/flr.v8i6.633.

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The present study aims to provide a systematic understanding of how perspective-taking ability contributes to primary-school students’ cooperative behaviours and learning outcomes. The present study is frontline as we combined person-oriented (e.g., describing patterns of behaviours based on individual characteristics), process-oriented (e.g., examining factors affecting the quality of cooperative behaviours), and effect-oriented (e.g., examining the effect of cooperative learning on individual learning outcomes) analytical approaches within one research framework. In addition, we adhered to the multi-dimensional nature of perspective-taking ability and differentiated between social and cognitive perspective-taking ability while taking into account the contribution of perspective-taking ability at both the individual level and group level (i.e., heterogeneous and homogeneous perspective-taking ability groups) to cooperative behaviour profiles and learning outcomes of primary-school children. Based on transcribed episodes of interaction of 115 fifth-grade students, four different profiles of cooperative behaviours were discerned: captains, hard workers, switchers, and passive participants. We found that these profiles are related to perspective taking conceptualized at the group level, but not to individual-level perspective-taking ability. Profile membership, cognitive perspective-taking ability, and group-level perspective-taking ability could not predict students’ learning outcomes. Social perspective-taking ability and reading comprehension did positively predict learning outcomes. Our findings add to existing knowledge as they suggest that the influence of perspective-taking ability on cooperative behaviours and learning outcomes is susceptible to the conceptualization (i.e., cognitive vs. social) and measurement level (i.e., individual vs. group level) of perspective-taking ability.

8

Trubanova, Andrea, Inyoung Kim, Marika C. Coffman, Martha Ann Bell, J. Anthony Richey, Stephen M. LaConte, Denis Gracanin, and Susan W. White. "The Role of Perspective-Taking on Ability to Recognize Fear." Current Research in Psychology 6, no. 2 (February 1, 2015): 22–30. http://dx.doi.org/10.3844/crpsp.2015.22.30.

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9

Inzunza, Miguel, Tova Stenlund, and Christina Wikström. "Measuring perspective taking among police recruits." Policing: An International Journal 42, no. 5 (October 10, 2019): 725–38. http://dx.doi.org/10.1108/pijpsm-09-2018-0129.

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Purpose Perspective taking (PT), as part of the empathy concept, is an important ability in the police profession. It is important to understand how PT can be measured, but also whether it changes over time. The purpose of this paper is to compare the outcomes of three different measures of PT, and to see whether police students’ PT changes at different stages of their education. Design/methodology/approach Three measures, one self-reported and two objective tests, were administered to Swedish National Police recruits at three distinct stages of their police training. The outcomes of the measures were psychometrically analyzed, after which associations between measures and between-group differences were assessed. Findings The result showed that the measures provided results that were in line with what had been reported in earlier studies. There were no significant correlations between the total scores of the three measures, yet students who graded their abilities higher on the subjective instrument did perform better on one of the objective tests. The findings also showed that recruits in later parts of their training self-reported significantly lower PT values than recruits at the beginning of their training. Originality/value This study adds knowledge on the ability of different types of instruments to measure PT and how this construct may develop over time among police recruits.

10

Darminto, Eko. "PENGGUNAAN PAIR COUNSELING UNTUK MENINGKATKAN KEMAMPUAN PERSPECTIVE TAKING SISWA." Psympathic : Jurnal Ilmiah Psikologi 6, no. 1 (February 27, 2018): 805–24. http://dx.doi.org/10.15575/psy.v6i1.2137.

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This writing proposed conseptual idea about pair-counseling application to increase perspective taking ability. Same researches proved that perspective taking can effect social behavior. Based on that data, perspective taking can be used as intervention target to handle some behavioral disorders such as violence among teenagers. Theoritically, peer counseling has effective therapitic characteristics to upgrade perspective taking. Some techniques in pair counseling and the playing environment can develop perspective taking ability among children and teenagers.

11

Baek, Hyang Gi, and Jae Young Lee. "The Effects of Perspective Taking Ability on The Emotional Control Ability of Child-care Teachers." Journal of Korean Coaching Research 13, no. 4 (August 31, 2020): 103–21. http://dx.doi.org/10.20325/kca.2020.13.4.103.

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12

Zappalà, Salvatore. "Perspective Taking in Workplaces." Journal for Perspectives of Economic Political and Social Integration 19, no. 1-2 (July 17, 2014): 55–70. http://dx.doi.org/10.2478/v10241-012-0007-5.

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Abstract Workplaces are often described as places in which individuals are motivated by their self-interests and in which negative events like time pressure, anxiety, conflict with co-workers, miscomprehensions, difficulties in solving problems, not-transmitted or not-exchanged information that lead to mistakes, and in some cases to injuries, stress or control, are part of everyday life (Dormann & Zapf, 2002; Schabracq, Winnubst and Cooper, 2003). Such situations are often the result of the limited comprehension of needs, skills, or information available to colleagues, supervisors, subordinates, clients or providers. However, workplaces are also places in which employees take care of clients, support colleagues and subordinates (Rhoades & Eisenberger, 2002), are enthusiastic about their job (Bakker et al., 2008), are motivated by leaders that encourage employees to transcend their own self-interests for the good of the group or the organization and provide them with the confidence to perform beyond expectations (Bass, 1997). Thus positive relationships at work are becoming a new interdisciplinary domain of inquiry (Dutton & Ragins, 2006). Within this positive relationships framework, in this paper we focus on a positive component of workplaces, and particularly on an individual cognitive and emotional process that has an important role in the workplace because it facilitates interpersonal relations and communications: it is the perspective taking process. In order to describe perspective taking, we will refer to some empirical studies and particularly to the review published by Parker, Atkins and Axtell in 2008 on the International Review of Industrial and Organizational Psychology. Perspective taking is a well established psychological construct, investigated both in the field of human development, as an important component of reasoning and moral development, and also in social and clinical psychology, where it is considered a component of social behaviors and of the therapeutic process (Parker & Axtell, 2001). It has also been conceptualized in different ways. Duan and Hill (1996) describe three approaches to explain reasons for perspective taking behavior: a dispositional approach, that considers empathy as a relatively stable trait or a general ability; a cognitive-affective experience influenced by situational conditions; and finally as a multiphased experiential process. However, although in modern organizations working cooperatively and taking into account customers’ needs and experiences are becoming even more important (Schneider, White, and Paul, 1998; West, Tjosvold and Smith, 2003), very few studies have considered perspective taking process within organizations (Parker & Axtell, 2001). This is interesting because taking into account the perspective of others may contribute to more collaborative workplaces, where it is pleasant to work, as also enlighted in the title of the Parker, Atkins and Axtell’s (2008) paper: “Building better workplaces” is one of the possible outcomes of perspective taking. This paper aims to make available to a large audience such studies and, in relation to the topic of the conference organized by “Psychology and Communion”, consider connections between this concept and ideas and writings by Chiara Lubich.

13

Han, Sinae, and Kangyi Lee. "Cognitive and Affective Perspective-Taking Ability of Young Bilinguals in South Korea." Child Studies in Diverse Contexts 3, no. 1 (February 28, 2013): 69–80. http://dx.doi.org/10.5723/csdc.2013.3.1.069.

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14

Brunyé, Tad T., Tali Ditman, Grace E. Giles, Caroline R. Mahoney, Klaus Kessler, and Holly A. Taylor. "Gender and autistic personality traits predict perspective-taking ability in typical adults." Personality and Individual Differences 52, no. 1 (January 2012): 84–88. http://dx.doi.org/10.1016/j.paid.2011.09.004.

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15

Hirai, Masahiro, Yukako Muramatsu, and Miho Nakamura. "Role of the Embodied Cognition Process in Perspective‐Taking Ability During Childhood." Child Development 91, no. 1 (November 8, 2018): 214–35. http://dx.doi.org/10.1111/cdev.13172.

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16

Tan-Niam, Carolyn. "Thematic Fantasy Play: Effects on the perspective-taking ability of preschool children." International Journal of Early Years Education 2, no. 1 (January 2003): 5–16. http://dx.doi.org/10.1080/09669760.2003.10807102.

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17

Tan-Niam, Carolyn. "Thematic Fantasy Play: Effects on the perspective-taking ability of preschool children." International Journal of Early Years Education 2, no. 1 (1994): 5–16. http://dx.doi.org/10.1080/0966976940020102a.

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18

Wu, Shali, and Boaz Keysar. "The Effect of Culture on Perspective Taking." Psychological Science 18, no. 7 (July 2007): 600–606. http://dx.doi.org/10.1111/j.1467-9280.2007.01946.x.

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People consider the mental states of other people to understand their actions. We evaluated whether such perspective taking is culture dependent. People in collectivistic cultures (e.g., China) are said to have interdependent selves, whereas people in individualistic cultures (e.g., the United States) are said to have independent selves. To evaluate the effect of culture, we asked Chinese and American pairs to play a communication game that required perspective taking. Eye-gaze measures demonstrated that the Chinese participants were more tuned into their partner's perspective than were the American participants. Moreover, Americans often completely failed to take the perspective of their partner, whereas Chinese almost never did. We conclude that cultural patterns of interdependence focus attention on the other, causing Chinese to be better perspective takers than Americans. Although members of both cultures are able to distinguish between their perspective and another person's perspective, cultural patterns afford Chinese the effective use of this ability to interpret other people's actions.

19

Byrne, Richard, Michael Mendl, Claire Devereux, and Suzanne Held. "BEHAVIOUR OF DOMESTIC PIGS IN A VISUAL PERSPECTIVE TAKING TASK." Behaviour 138, no. 11-12 (2001): 1337–54. http://dx.doi.org/10.1163/156853901317367627.

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AbstractAnimals with visual perspective taking abilities should differ in their responses to individuals that do and individuals that do not have visual access to some critical event. We investigated whether domestic pigs show behaviour consistent with this ability. Ten subjects were trained to move from a start box into one of four corridors that they had seen a human enter with a bucket for baiting. They received a food reward for choosing the correct corridor. In unrewarded probe tests, the subjects' view of the corridors was blocked, but they could see a 'seeing' companion pig who had visual access to the baiting event, and another, whose view was also blocked, located in start boxes to their left and right. After the companions had been released and entered corridors, the subject was released and which companion it followed was recorded. Eight pigs followed companions less frequently than expected by chance, probably due to specific corridor or centre/side preferences. However, one subject showed no positional bias, and a significant preference for following the 'seeing' companion, consistent with the ability to take another's visual perspective. Our design rules out learning of a correct response during the experiment, by testing subjects in unrewarded probe trials, and by using companions that were equally trained and unaware of the subject's task. However, we cannot rule out the possibility that previously learned contingencies were used to solve the problem. We therefore consider that this apparent visual perspective taking ability does not necessarily imply any ability to understand knowledge states.

20

Secora, Kristen, and Karen Emmorey. "Visual-Spatial Perspective-Taking in Spatial Scenes and in American Sign Language." Journal of Deaf Studies and Deaf Education 25, no. 4 (June 1, 2020): 447–56. http://dx.doi.org/10.1093/deafed/enaa006.

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Abstract As spatial languages, sign languages rely on spatial cognitive processes that are not involved for spoken languages. Interlocutors have different visual perspectives of the signer’s hands requiring a mental transformation for successful communication about spatial scenes. It is unknown whether visual-spatial perspective-taking (VSPT) or mental rotation (MR) abilities support signers’ comprehension of perspective-dependent American Sign Language (ASL) structures. A total of 33 deaf ASL adult signers completed tasks examining nonlinguistic VSPT ability, MR ability, general ASL proficiency (ASL-Sentence Reproduction Task [ASL-SRT]), and an ASL comprehension test involving perspective-dependent classifier constructions (the ASL Spatial Perspective Comprehension Test [ASPCT] test). Scores on the linguistic (ASPCT) and VSPT tasks positively correlated with each other and both correlated with MR ability; however, VSPT abilities predicted linguistic perspective-taking better than did MR ability. ASL-SRT scores correlated with ASPCT accuracy (as both require ASL proficiency) but not with VSPT scores. Therefore, the ability to comprehend perspective-dependent ASL classifier constructions relates to ASL proficiency and to nonlinguistic VSPT and MR abilities.

21

KIM, Ju-Young. "Relationship of the Ambiguous Idiom Comprehension between Language Ability and Perspective-taking Ability in School-aged Children." Journal of Fisheries and Marine Sciences Education 27, no. 5 (October 31, 2015): 1395–403. http://dx.doi.org/10.13000/jfmse.2015.27.5.1395.

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22

Park, Ji-Young, and Yong-Sook Kim. "The Effects of Types of Board Games on Young Children's Perspective Taking Ability and Self-Control Ability." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, no. 9 (September 30, 2016): 305–20. http://dx.doi.org/10.14257/ajmahs.2016.09.14.

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23

Kim, Eunha and 정인호. "Developmental Characteristics of Cognitive Perspective-Taking in Deaf Children: Differences in Reading Ability." Journal of Special Children Education 18, no. 2 (June 2016): 1–18. http://dx.doi.org/10.21075/kacsn.2016.18.2.1.

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24

Dawson, Geraldine, and Margaret Fernald. "Perspective-taking ability and its relationship to the social behavior of autistic children." Journal of Autism and Developmental Disorders 17, no. 4 (December 1987): 487–98. http://dx.doi.org/10.1007/bf01486965.

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25

Tian, Mi, Tianrui Luo, Jinxia Ding, Xin Wang, and Him Cheung. "Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking." Child Development 92, no. 4 (January 28, 2021): 1590–604. http://dx.doi.org/10.1111/cdev.13546.

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26

Kim, Wha-Soo, and so yeon Lim. "Characteristics of perspective-taking, meta-linguistic ability in Adolescents with Mild Intellectual Disabilities." Journal of Intellectual Disabilities 23 (March 31, 2021): 67–87. http://dx.doi.org/10.35361/kjid.23.1.3.

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27

Jauk, Emanuel, and Philipp Kanske. "Perspective Change and Personality State Variability: An Argument for the Role of Self-Awareness and an Outlook on Bidirectionality (Commentary on Wundrack et al., 2018)." Journal of Intelligence 7, no. 2 (April 17, 2019): 10. http://dx.doi.org/10.3390/jintelligence7020010.

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In a recent article, Wundrack et al. (2018) put forward an elaborate and intriguing hypothesis on enhanced perspective-taking (Theory of Mind) ability as a consequence of higher personality state variability. While there is evidence in favor of this hypothesis, the clinical examples of bipolar disorder and borderline personality disorder, as highlighted by the authors, demonstrate that a high state variability can also be accompanied by a lower perspective-taking ability (as commonly observed in these disorders). We suggest that only those state changes which are initiated on a voluntary basis and are accompanied by self-awareness go along with a higher perspective-taking ability. Introducing self-awareness as a moderating factor might help explain seemingly conflicting findings related to the hypothesis proposed in the target article. Moreover, we argue that the direction of causality proposed in the target article is not the only conceivable one, and perspective-taking ability could also be a cause, not just a consequence, of personality state variability. Finally, we provide suggestions on how these hypotheses could be tested in future studies.

28

김해정 and 권연희. "Maternal Verbal Control Styles and Young Child's Self-Regulation Ability: The Mediating Role of Child’s Perspective Taking Ability." Journal of Life-span Studies 5, no. 2 (September 2015): 1–15. http://dx.doi.org/10.30528/jolss.2015.5.2.001.

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Volden, Joanne, R. F. Mulcahy, and G. Holdgrafer. "Pragmatic language disorder and perspective taking in autistic speakers." Applied Psycholinguistics 18, no. 2 (April 1997): 181–98. http://dx.doi.org/10.1017/s0142716400009966.

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ABSTRACTThe relationship between pragmatic referential communication skill and the cognitive ability to assess and assume another person's conceptual viewpoint was investigated in the autistic population. Ten high functioning autistic adolescents and young adults were matched for age and sex to normally developing controls and given referential communication and perspectivetaking tasks that had been previously demonstrated to be of comparable complexity. The groups were selected to be similar in terms of language skill.But despite their intact, elementary perspective-taking skills, the autistic subjects displayed significant communicative dysfunction. This suggests that factors other than a deficiency in the development of a “theory of mind” are significant contributors to the social communicative disorder associated with autism.

30

Yuliati, Nanik. "MENCEGAH TINDAK KEKERASAN DAN TAWURAN ANTAR PELAJAR MELALUI PENGEMBANGAN PROGRAM PELATIHAN SOCIAL PERSPECTIVE TAKING DI SEKOLAH." Psympathic : Jurnal Ilmiah Psikologi 6, no. 1 (February 27, 2018): 787–804. http://dx.doi.org/10.15575/psy.v6i1.2136.

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This writing proposed conceptual idea about psychological interviewing approach preventing violence and fighting. Low of perspective taking in solving problems is viewed as a reason. Developmental approach is considered to be an alternative approach for effective program designed. Perspective taking ability is not inherited but learned. Developmental of perspective taking training program could be an alternative treatment. This program should be preventive and being part of curriculum. .

31

Knafo, Ariel, Tami Steinberg, and Ira Goldner. "Children's low affective perspective-taking ability is associated with low self-initiated pro-sociality." Emotion 11, no. 1 (2011): 194–98. http://dx.doi.org/10.1037/a0021240.

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32

Taylor, Marjorie. "Conceptual Perspective Taking: Children's Ability to Distinguish What They Know from What They See." Child Development 59, no. 3 (June 1988): 703. http://dx.doi.org/10.2307/1130570.

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33

Greenberg, Anastasia, Buddhika Bellana, and Ellen Bialystok. "Perspective-taking ability in bilingual children: Extending advantages in executive control to spatial reasoning." Cognitive Development 28, no. 1 (January 2013): 41–50. http://dx.doi.org/10.1016/j.cogdev.2012.10.002.

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34

Jo, Hyun-Kyung, Kwang-Leoung Han, and Ki-Sup Kim. "Influence of a Disabled Sports Volunteer"s Social Exchange Relationships on Perspective-Taking Ability." Korean Journal of Sports Science 26, no. 4 (August 31, 2017): 183–91. http://dx.doi.org/10.35159/kjss.2017.08.26.4.183.

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35

Quintana, Stephen M. "A model of ethnic perspective-taking ability applied to Mexican-American children and youth." International Journal of Intercultural Relations 18, no. 4 (September 1994): 419–48. http://dx.doi.org/10.1016/0147-1767(94)90016-7.

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36

Easterday, Matthew W., Yanna Krupnikov, Colin Fitzpatrick, Salwa Barhumi, and Alexis Hope. "Political Agenda." International Journal of Gaming and Computer-Mediated Simulations 9, no. 3 (July 2017): 41–66. http://dx.doi.org/10.4018/ijgcms.2017070102.

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Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

37

Whang, Kum-Sun, and Han-Ik Cho. "The Effects of Emotion Recognition Program on Emotional Intelligence, Emotion Perspective Taking Ability, and Social Ability of Young Children." Korean Journal of Educational Psychology 30, no. 2 (June 30, 2016): 373–410. http://dx.doi.org/10.17286/kjep.2016.30.2.05.

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38

Permatasari, Putri Arlanda, Hendriati Agustiani, and Amir Sjarif Bachtiar. "Benarkah anak prasekolah sudah mampu mengambil perspektif dalam perilaku prososial?" Jurnal Psikologi Sosial 19, no. 1 (September 18, 2020): 26–38. http://dx.doi.org/10.7454/jps.2021.04.

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Previous studies suggested that preschoolers have already behaved prosocially. However,there is a possibility that such insight cannot be generalized since there is a conflictingassumption between different theoretical perspectives. The research aimed to explorewhether pre-schoolers’ perspective-taking in the context of prosocial behavior had developed.Our participants were 25 preschoolers who were 5-6 years old. The result showed that fromthe three types of perspective-taking, which were perceptual, cognitive, and affectiveperspective-taking, affective perspective-taking was undeveloped optimally among themajority of pre-schoolers. They had difficulty when identified others’ emotions in the context,especially in prosocial situations. For cognitive perspective-taking, preschoolers understoodother people’s thoughts, intentions, and motives, but only when the environmental cues weresimple. When the situation was more complex, their efforts to understand other people’sthoughts, intentions, or motives resulting in different understanding about the situations.Preschoolers’ ability to do perceptual perspective-taking had developed. They could shift theirperceptual perspective-taking from themselves to other perceptual perspective-taking. Theresults can be used as a reference for developing intervention programs to improveperspective-taking skills in contexts of prosocial behavior in preschool children.

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김규정 and Ilsun Choi. "The Effects of Cooperative Drama Activities on Young Children’s Self-Leadership and Perspective-Taking Ability." Journal of Education & Culture 24, no. 3 (June 2018): 409–30. http://dx.doi.org/10.24159/joec.2018.24.3.409.

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Kim, Eunha. "The relationship between visual, cognitive, and affective perspective-taking by reading ability in deaf children." Society for Cognitive Enhancement and Intervention 9, no. 1 (April 23, 2018): 139–57. http://dx.doi.org/10.21197/jcei.9.1.139.

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Kim, Eunha. "The relationship between visual, cognitive, and affective perspective-taking by reading ability in deaf children." Society for Cognitive Enhancement and Intervention 9, no. 1 (April 30, 2018): 139–57. http://dx.doi.org/10.21197/jcei.9.1.8.

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Lee, Ji-Hye, and Hana Song. "The Effects of Age, Empathy, and Perspective Taking Ability on Altruistic Lying of Young Children." Korean Journal of Child Studies 35, no. 4 (August 31, 2014): 167–77. http://dx.doi.org/10.5723/kjcs.2014.35.4.167.

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Ebersbach, Mirjam, Sophie Stiehler, and Paula Asmus. "On the relationship between children's perspective taking in complex scenes and their spatial drawing ability." British Journal of Developmental Psychology 29, no. 3 (February 3, 2011): 455–74. http://dx.doi.org/10.1348/026151010x504942.

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Hyun, Eunsook, and J. Dan Marshall. "Theory of Multiple/Multiethnic Perspective-Taking Ability for Teachers' Developmentally and Culturally Appropriate Practice (DCAP)." Journal of Research in Childhood Education 11, no. 2 (June 1997): 188–98. http://dx.doi.org/10.1080/02568549709594706.

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Lee, Youngzun. "The Development of Children’s Perspective Taking Ability: Weekend with Wendell and A Letter to Amy." Modern Studies in English Language & Literature 61, no. 4 (November 30, 2017): 279–98. http://dx.doi.org/10.17754/mesk.61.4.279.

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Miyadera, Chie. "A Conversational Intervention Focused on Perspective-Taking Ability for a Child with Autism Spectrum Disorder." Journal of Special Education Research 9, no. 2 (February 28, 2021): 49–59. http://dx.doi.org/10.6033/specialeducation.9.49.

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Liao, Zongqing, Yan Li, and Yanjie Su. "Emotion understanding and reconciliation in overt and relational conflict scenarios among preschoolers." International Journal of Behavioral Development 38, no. 2 (December 3, 2013): 111–17. http://dx.doi.org/10.1177/0165025413512064.

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Abstract:

This study examined emotion understanding and reconciliation in 47 (24 girls) 4–6-year-old preschool children. Participants first completed emotion recognition tasks and then answered questions regarding reconciliation tendencies and affective perspective-taking in a series of overt and relational aggressive conflict scenarios. Children’s teachers reported their overt aggression, relational aggression, and prosocial behaviors in daily life. The results indicated that children’s emotion recognition ability was associated with their reconciliation tendency in both types of conflict scenarios. Furthermore, children’s affective perspective-taking in conflicts was associated with their reconciliation tendencies in the overt aggression conflict scenarios, but not in the relational aggression conflict scenarios. Additionally, we found that children’s affective perspective-taking in overt aggression conflict scenarios was associated with their daily prosocial behaviors. The results suggest that the ability of detecting and recognizing others’ emotions may facilitate conflict reconciliation and positive peer interactions.

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Oosterman, Joukje M., Maartje de Goede, Arie J. Wester, Martine J. E. van Zandvoort, and Roy P. C. Kessels. "Perspective taking in Korsakoff's syndrome: the role of executive functioning and task complexity." Acta Neuropsychiatrica 23, no. 6 (December 2011): 302–8. http://dx.doi.org/10.1111/j.1601-5215.2011.00552.x.

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Oosterman JM, de Goede M, Wester AJ, van Zandvoort MJE, Kessels RPC. Perspective taking in Korsakoff's syndrome: the role of executive functioning and task complexity.Objective: The ability to make inferences about knowledge, thoughts and feelings of others, i.e. perspective taking, is a key element of social cognition. Clinical observations indicate that Korsakoff patients may have impairments in social cognition, but studies are scarce. Also, executive dysfunction is present in Korsakoff patients, which may hamper perspective taking directly.Methods: Twenty-three patients with Korsakoff's syndrome and 15 healthy matched controls were examined on a story comprehension task, in which inferences had to be made that either relied on perspective taking or not. The effects of task complexity were taken into account and executive function was assessed using an extensive neuropsychological test battery.Results: The performance of Korsakoff patients declined with increasing complexity, but the pattern of decline for perspective-taking and non-perspective-taking stories was similar compared to that of the control group. Furthermore, the performance decline with increasing task complexity was directly related to the overall decline in executive functioning.Conclusion: Executive dysfunction, not deficits in perspective taking per se, appears to underlie difficulties in story comprehension in patients with Korsakoff's syndrome.

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Muto, Hiroyuki. "Correlational Evidence for the Role of Spatial Perspective-Taking Ability in the Mental Rotation of Human-Like Objects." Experimental Psychology 68, no. 1 (January 2021): 41–48. http://dx.doi.org/10.1027/1618-3169/a000505.

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Abstract. People can mentally rotate objects that resemble human bodies more efficiently than nonsense objects in the same/different judgment task. Previous studies proposed that this human-body advantage in mental rotation is mediated by one's projections of body axes onto a human-like object, implying that human-like objects elicit a strategy shift, from an object-based to an egocentric mental rotation. To test this idea, we investigated whether mental rotation performance involving a human-like object had a stronger association with spatial perspective-taking, which entails egocentric mental rotation, than a nonsense object. In the present study, female participants completed a chronometric mental rotation task with nonsense and human-like objects. Their spatial perspective-taking ability was then assessed using the Road Map Test and the Spatial Orientation Test. Mental rotation response times (RTs) were shorter for human-like than for nonsense objects, replicating previous research. More importantly, spatial perspective-taking had a stronger negative correlation with RTs for human-like than for nonsense objects. These findings suggest that human-like stimuli in the same/different mental rotation task induce a strategy shift toward efficient egocentric mental rotation.

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Muffato, Veronica, and Chiara Meneghetti. "Learning a Path from Real Navigation: The Advantage of Initial View, Cardinal North and Visuo-Spatial Ability." Brain Sciences 10, no. 4 (April 1, 2020): 204. http://dx.doi.org/10.3390/brainsci10040204.

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Abstract:

Background: Spatial cognition research strives to maximize conditions favoring environment representation. This study examined how initial (egocentric) navigation headings interact with allocentric references in terms of world-based information (such as cardinal points) in forming environment representations. The role of individual visuo-spatial factors was also examined. Method: Ninety-one undergraduates took an unfamiliar path in two learning conditions, 46 walked from cardinal south to north (SN learning), and 45 walked from cardinal north to south (NS learning). Path recall was tested with SN and NS pointing tasks. Perspective-taking ability and self-reported sense of direction were also assessed. Results: Linear models showed a better performance for SN learning and SN pointing than for NS learning and NS pointing. The learning condition x pointing interaction proved SN pointing more accurate than NS pointing after SN learning, while SN and NS pointing accuracy was similar after NS learning. Perspective-taking ability supported pointing accuracy. Conclusions: These results indicate that initial heading aligned with cardinal north prompt a north-oriented representation. No clear orientation of the representation emerges when the initial heading is aligned with cardinal south. Environment representations are supported by individual perspective-taking ability. These findings offer new insight on the environmental and individual factors facilitating environment representations acquired from navigation.