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The purpose of this study was to compare the Theory of Mind (ToM) skills and verbal working memory performances of children with visual impairments and sighted school-aged children. Participants of this study consisted of a total 40 children, children with visual impairments, and 21 sighted children. In this study, ToM skills of the participants including first-order belief attribution, second-order belief attribution, and verbal working memory performances were examined. Verbal intelligence scores of the participants were matched to each other. Each participant was assessed via three different first-order belief attribution tasks and three second-order belief attribution tasks. In order to assess the verbal working memory performances of the participants, the Working Memory Scale was implemented. Study findings showed that there was no significant difference between the ToM scores of the children with visual impairments and their typically sighted children. In addition, the results indicated that children with visual impairments had higher verbal working memory scores than sighted children. In this study, there was no relationship between ToM skills and working memory performances of children. The research findings were discussed and suggestions for future research were recommended.

Görme Yetersizliğinden Etkilenmiş Çocuklar ve Gören Çocukların Zihin Kuramı Becerileri ile Çalışma Belleğinin Karşılaştırılması