The relation between theory of mind and empathy in preschool: the case of fantasy orientation

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dc.contributor Conners, Frances A.
dc.contributor Jarrett, Matthew A.
dc.contributor McDonald, Kristina L.
dc.contributor Scofield, Jason M.
dc.contributor.advisor Gilpin, Ansley T.
dc.contributor.author McInnis, Melissa Alyse
dc.date.accessioned 2017-03-01T17:09:53Z
dc.date.available 2017-03-01T17:09:53Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001655
dc.identifier.other McInnis_alatus_0004D_11958
dc.identifier.uri https://ir.ua.edu/handle/123456789/2106
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of the present study was to explore the relations between theory of mind, empathy, and fantasy orientation in a typically developing preschool population. Preschool children between the ages of 3 and 5 (N = 82) completed a battery of theory of mind, empathy, and fantasy orientation measures. Teacher reports were also collected. As hypothesized, results indicated that 3-year-olds were likely to have neither theory of mind nor affective empathy, 4-year-olds were likely to have theory of mind only, and 5-year-olds were likely to have both, supporting the notion that theory mind precedes affective empathy. Additionally, results indicated that fantasy orientation predicted affective empathy above and beyond theory of mind ability. Corroboration was found for past research showing that fantasy orientation is comprised of different components. No support was found for the hypothesis that fantasy orientation moderates the relationship between theory of mind and empathy, nor for the hypothesis that it fosters faster and/or better development of the two constructs. Results are discussed in terms of their contribution to the present debate on determining whether pretend play plays a crucial, equifinal, or epiphenomenal role in child development.
dc.format.extent 134 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Developmental psychology
dc.subject.other Psychology
dc.subject.other Experimental psychology
dc.title The relation between theory of mind and empathy in preschool: the case of fantasy orientation
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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