Abstract：
This study examines the association between attachment story-completions, as evaluated by a representational attachment measure, and theory of mind (ToM) among 204 socioeconomically disadvantaged children aged four to six years living in three distinct Turkish contexts: Seasonal migrant agricultural worker (SMAW) communities, residential group homes (RGHs), and rural villages. Attachment story-completions and ToM were found to be related to the distinct contexts children were living in. In the SMAW communities, higher number of children showed insecure dominant attachment, with only one in four having secure dominant attachment. About half of the children in the RGHs had insecure dominant attachment. However, the majority of village children exhibited secure dominant attachment. Furthermore, irrespective of the context, secure dominant attachment was found to have a substantial positive influence on children\'s ToM. Findings suggest that early intervention programs tailored to address emotional needs and support cognitive skills may be the most effective in helping children in these contexts.
摘要：
这项研究考察了依恋故事完成之间的关联，如通过代表性依恋度量所评估的，和心理理论（ToM）中的204名4至6岁的社会经济弱势儿童生活在三种不同的土耳其环境中：季节性移民农业工人（SMAW）社区，住宅团体住宅（RGHs），和农村。发现依恋故事完成和ToM与儿童生活的不同环境有关。在SMAW社区，更多的儿童表现出不安全的显性依恋，只有四分之一的人具有牢固的优势依恋。RGHs中约有一半的孩子没有安全感。然而,大多数乡村儿童表现出安全的主导依恋。此外，无论上下文如何，安全显性依恋被发现对儿童的ToM有实质性的积极影响。研究结果表明，为解决情感需求和支持认知技能而量身定制的早期干预计划可能是在这些情况下帮助儿童的最有效方法。
