مقایسه تحولی نظریه ذهن در دانش آموزان با و بدون ناتوانی یادگیری

Background: Development of theory of mind is a social cognition factor that more attended by researcher. This ability is important for social function and helps children to coordinate their relations with others. The purpose of this study is comparing developmental theory of mind in student with and without learning disability and its correlation with demographic variables (age, gender, education and economic states) Method: This is a Causal-comparative research. Population of study includes students with and without learning disorder who were in Ghouchan registered and enrolled in regular schools. Samples were selected through available sampling and then among students with learning disorder that registered in Omid rehabilitation and training center for learning specific difficulties, 80 students were chosen. Sample group of student without learning disorder were coherent. Data collection is done by theory of mind testing and the researcher made questionnaire (includes 38 questions). Results: Findings show that there is significant difference between theory of mind of total scores and its levels (level one, two and three) in ordinary students and students with learning disorder (p<0.01). Students with learning disorder had not good performance on the theory of mind tasks than ordinary students.