الگوی شکلهای متحرک: آزمون توانمندی درک قصد دیگران

Objectives Attributing the intention to others&rsquo; behavior is one important factor in the theory of mind development. This study aimed to assess validity of the &ldquo;Moving shapes&rdquo; paradigm in a group of Iranian school-aged children to evaluate their understanding the intention of others&rsquo; behavior. Methods Through randomized cluster sampling, students at grades 3 to 5 were recruited among the mainstream schools in Tehran. Parents completed the Child Behavior Checklist (CBCL). After using the Ishihara test to rule out color-blindness, the &ldquo;Moving shapes&rdquo; paradigm was performed for all participants. Data were analyzed using descriptive methods, T test, linear regression, and Pearson&rsquo;s correlation analysis. Results The mean age of the participants was 9.96(SD=0.916) years, and 49.2% of them were male. There was no association between age and gender with intentionality score. All variables of the paradigm were significantly correlated with each other (P<0.05). The correlation coefficient for intentionality score and number of metallizing terms was 0.612 (P=0.01). There was no significant association between the CBCL subscale scores and animated variables. Conclusion The &ldquo;Moving shapes paradigm&rdquo; can be used as a valid test for evaluation of the intentionality in Iranian school-aged children. &nbsp;