1
|
Jones M, Bosacki S, Talwar V. Interrelations Among Adolescents' Family Connections, Solitude Preferences, Theory of Mind and Perceptions of Academic and Work Competence. J Genet Psychol 2024:1-17. [PMID: 39126355 DOI: 10.1080/00221325.2024.2386016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Accepted: 06/28/2024] [Indexed: 08/12/2024]
Abstract
This study explored the links among family connections, solitude preferences, perceptions of work (academic and job) competence, and Theory of Mind (ToM) in 73 Canadian adolescents aged 11-18 (M age = 13.1). Previous studies show significant connections among these factors, although little is known about how such associations may relate to one another, especially the role of young people's perceptions. To address these gaps in the literature, this study focused on adolescents' experiences and perceptions of their family relationships, solitude preferences, and competence in the school context and workplace. Participants completed a series of self-report measures, advanced ToM tasks and written explanation for perceived family emotional connections. Results revealed that adolescents with more positive family connections reported higher levels of self-perceived academic and job competence, embraced solitude positively, yet felt less desire to be alone. Girls showed a higher affinity for solitude than boys, and the presence of more siblings reduced the desire for solitude. Those youth who were proficient in ToM skills reported positive family connections and high levels of academic competence. Findings hold implications for future research and education in adolescent's social cognition and social and academic outcomes.
Collapse
Affiliation(s)
- Megan Jones
- Department of Psychology, University of Exeter, Exeter, UK
| | - Sandra Bosacki
- Department of Educational Studies, Brock University, St. Catharines, Canada
| | - Victoria Talwar
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
| |
Collapse
|
2
|
Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Osterhaus C. Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. J Exp Child Psychol 2024; 239:105806. [PMID: 37967482 DOI: 10.1016/j.jecp.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/17/2023]
Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
Collapse
Affiliation(s)
| | - Grzegorz Szumski
- Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland
| | - Sandra Bosacki
- Faculty of Education, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Paweł Grygiel
- Faculty of Philosophy, Jagiellonian University, 31-007 Cracow, Poland
| | | |
Collapse
|
3
|
Mulvihill A, Armstrong R, Casey C, Redshaw J, Scarinci N, Slaughter V. Early childhood educators' mental state language and children's theory of mind in the preschool setting. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:227-245. [PMID: 37042035 DOI: 10.1111/bjdp.12449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 03/15/2023] [Accepted: 03/22/2023] [Indexed: 04/13/2023]
Abstract
The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3- to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group-time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well-established determinants of ToM, a range of child- and family-level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed.
Collapse
Affiliation(s)
- Aisling Mulvihill
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Rebecca Armstrong
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Charlotte Casey
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Jonathan Redshaw
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Nerina Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Virginia Slaughter
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| |
Collapse
|
4
|
Schoppe-Sullivan SJ, Wang J, Yang J, Kim M, Zhang Y, Yoon SH. Patterns of coparenting and young children's social-emotional adjustment in low-income families. Child Dev 2023. [PMID: 36786122 DOI: 10.1111/cdev.13904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2023]
Abstract
This study identified coparenting patterns using data collected across 2007-2010 from low-income couples (N = 2915; 26.90% non-Hispanic White; 9.41% non-Hispanic Black; 34.24% Hispanic, 29.27% other or mixed race) with young children (M = 3.65 years; SD = 1.31 years; 48% girls) and examined relations with children's social-emotional adjustment. Latent profile analysis revealed four coparenting patterns: mutual high-quality (43.4%), moderate-quality, mothers less positive (31.8%), moderate-quality, fathers less positive (15.9%), and low-quality, mothers less positive (8.9%). When parents' perspectives on coparenting were positive and congruent, children fared best. Children also fared well when coparenting quality was moderate, and mothers were less positive than fathers. When coparenting quality was moderate and fathers were less positive than mothers, children showed the poorest adjustment.
Collapse
Affiliation(s)
| | - Jingyi Wang
- Department of Psychology, Ohio State University, Columbus, Ohio, USA
| | - Junyeong Yang
- Quantitative Research, Evaluation and Measurement, Ohio State University, Columbus, Ohio, USA
| | - Minjung Kim
- Quantitative Research, Evaluation and Measurement, Ohio State University, Columbus, Ohio, USA
| | - Yiran Zhang
- College of Social Work, Ohio State University, Columbus, Ohio, USA
| | - Susan H Yoon
- College of Social Work, Ohio State University, Columbus, Ohio, USA.,Department of Social Welfare, Ewha Womans University, Seoul, Korea
| |
Collapse
|
5
|
Figueroa M, Bayés G, Darbra S, Silvestre N. Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2156953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Mario Figueroa
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
| | | | - Sònia Darbra
- Department of Psychobiology and Methodology of Health Sciences, Autonomous University of Barcelona, Barcelona, Spain
- Neurosciences Institute, Autonomous University of Barcelona, Barcelona, Spain
| | - Nùria Silvestre
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
| |
Collapse
|
6
|
Smogorzewska J, Szumski G, Bosacki S, Grygiel P. Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104261. [PMID: 35623207 DOI: 10.1016/j.ridd.2022.104261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2021] [Revised: 04/29/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Previous research reveals relations between theory of mind (ToM) and cognitive outcomes, but mostly among typically developing children. AIM To study these relations in children with developmental difficulties, this longitudinal study investigated the cognitive consequences of ToM in deaf or hard-of-hearing (DHH) children. METHODS AND PROCEDURES One hundred and thirty-four (X = 9.2 years) participants were assessed in three waves, i.e., one wave every ten months. The participants completed the ToM scale, language and literacy skills (LLS) tests, the academic self-concept in language (ASC-L) questionnaire, and the sensitivity to criticism measure. OUTCOMES AND RESULTS The results revealed that high levels of children's ToM ability predicted higher levels of LLS 20 months later. Mediators of this association were sensitivity to criticism and ASC-L. Controlling for LLS at T1, ASC-L at T2 mediated the relations between ToM and LLS at T3. Moreover, sensitivity to criticism predicted ASC-L, and sensitivity to criticism and ASC-L mediated the relation between ToM and LLS at T3. That is, children who were sensitive to criticism and held positive views of their academic self were also better skilled in ToM and in LLS. CONCLUSIONS AND IMPLICATIONS Our results can help improve the education of DHH students.
Collapse
Affiliation(s)
- Joanna Smogorzewska
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Grzegorz Szumski
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Sandra Bosacki
- Brock University, Faculty of Education, 1812 Sir Isaac Brock Way, St. Catharines, ON, Canada.
| | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Golebia 24, 31-007 Cracow, Poland.
| |
Collapse
|
7
|
Lombardi E, Valle A, Bianco F, Castelli I, Massaro D, Marchetti A. Supporting mentalizing in primary school children: the effects of thoughts in mind project for children (TiM-C) on metacognition, emotion regulation and theory of mind. Cogn Emot 2022; 36:975-986. [PMID: 35452349 DOI: 10.1080/02699931.2022.2067521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Mentalization is a useful ability for social functioning and a crucial aspect of mentalizing is emotion regulation. Literature suggests programmes for children and adults to increase mentalizing abilities useful both for emotional and social competences. For this reason, the issue of how to prompt children's mentalization has started to attract researchers' attention, supporting the importance of the interpersonal dimension for the individual differences in the developmental of mentalization. The TiM (Thoughts in Mind) Project, a training programme based on the explanation of mentalization mechanisms and designed for adults, deals with emotion regulation. Starting from the TiM Project, this study tests the effects of the TiM Child (TiM-C) training programme, over a control training programme, a conversational training designed for the school context, in children attending Year 2 of primary school. We designed a training based on narratives, followed by multiple-choice questions and conversations about mental states. Our results revealed significant improvements over the training period only in the TiM-C Project group for Metacognition, Emotion Regulation Strategies and a Theory of Mind task. As far as the educational implications, our findings suggest that it is possible to enhance mentalization through activities at school by promoting not only the understanding of the relations between mind and emotion, but also metacognitive skills.
Collapse
Affiliation(s)
- Elisabetta Lombardi
- Department of Psychology, Research Unit on Theory of Mind, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Annalisa Valle
- Department of Psychology, Research Unit on Theory of Mind, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Federica Bianco
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Ilaria Castelli
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Davide Massaro
- Department of Psychology, Research Unit on Theory of Mind, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Antonella Marchetti
- Department of Psychology, Research Unit on Theory of Mind, Università Cattolica del Sacro Cuore, Milan, Italy
| |
Collapse
|
8
|
Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Karwowski M. School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102111] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
9
|
Białecka-Pikul M, Stępień-Nycz M, Szpak M, Grygiel P, Bosacki S, Devine RT, Hughes C. Theory of Mind and Peer Attachment in Adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1202-1217. [PMID: 34309104 DOI: 10.1111/jora.12630] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
A growing body of research on theory of mind (ToM) highlights its significance for childhood social outcomes. Extending the developmental scope of this work, the current study investigated links between advanced ToM abilities and peer attachment in adolescence. Polish adolescents (16 to 18 years old; N = 302; 57.6% girls) completed two advanced ToM measures and reported on their peer attachment. With the effects of age and language controlled, girls scored higher than boys for both advanced ToM and peer attachment. However, the association between these measures was only significant in boys. These results are discussed in terms of theory and research on gender-specific approaches to social cognitive development in adolescence.
Collapse
|
10
|
Lecce S, Devine RT. Theory of mind at school: Academic outcomes and the influence of the school context. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Sciences University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
| |
Collapse
|
11
|
Lecce S, Ronchi L, Devine RT. Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12552] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Luca Ronchi
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
| |
Collapse
|
12
|
Cavadini T, Richard S, Dalla-Libera N, Gentaz E. Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children. Sci Rep 2021; 11:14399. [PMID: 34257339 PMCID: PMC8277886 DOI: 10.1038/s41598-021-93706-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Accepted: 06/29/2021] [Indexed: 11/17/2022] Open
Abstract
What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children's SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.
Collapse
Affiliation(s)
- Thalia Cavadini
- Department of Psychology, University of Geneva, Geneva, Switzerland
| | - Sylvie Richard
- Department of Psychology, University of Geneva, Geneva, Switzerland
- Valais University of Teacher Education, Saint-Maurice, Switzerland
| | | | - Edouard Gentaz
- Department of Psychology, University of Geneva, Geneva, Switzerland.
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.
- CNRS, Grenoble, France.
| |
Collapse
|
13
|
Sudo M, Matsui T. School Readiness in Language-Minority Dual Language Learners in Japan: Language, Executive Function, and Theory of Mind. The Journal of Genetic Psychology 2021; 182:375-390. [PMID: 34096473 DOI: 10.1080/00221325.2021.1930994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The present study investigated school readiness in Brazilian (Portuguese-Japanese dual language learner or DLL) 5-year-olds in Japan (1) by examining their language skills, executive function (EF), and theory of mind (ToM) in comparison to their monolingual peers and (2) by investigating the developmental relations between these three skills. DLLs scored lower than monolinguals in Japanese language skills, specifically in receptive vocabulary and the understanding of complement clauses in Japanese. DLLs and monolinguals performed similarly in EF, particularly in inhibitory control tasks measuring interference suppression and response inhibition. However, monolinguals outperformed DLLs in ToM tasks assessing false belief understanding. Finally, DLLs' interference suppression and understanding of complement clauses were both positively related to their false belief understanding. In conclusion, DLLs had school readiness difficulties in Japanese language skills and ToM, but not in EF, compared to their Japanese monolingual peers. Furthermore, the positive relationship of language and EF skills with ToM development, which is commonly reported in monolingual children, extended to an understudied population of DLLs in this study.
Collapse
Affiliation(s)
- Mioko Sudo
- Department of Psychology, University of Florida, Gainesville, Florida, USA
| | - Tomoko Matsui
- Center for Research in International Education, Tokyo Gakugei University, Koganei-shi, Tokyo
| |
Collapse
|
14
|
An D, Kochanska G. Theory of Mind as a Mechanism That Accounts for the Continuity or Discontinuity of Behavioral Inhibition: A Developmentally Informed Model of Risk for Social Anxiety. Res Child Adolesc Psychopathol 2021; 49:1333-1344. [PMID: 34037887 DOI: 10.1007/s10802-021-00831-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 10/21/2022]
Abstract
Research has established that children with high levels of early behavioral inhibition (BI) - a subdued, timid, fearful response to novel or mildly challenging stimuli or events - are at an elevated risk for social anxiety in later childhood and adolescence. Yet, substantial heterogeneity has been documented in those developmental trajectories; consequently, understanding factors that moderate children's paths from early BI to social anxiety is an important goal. We proposed that the association between children's BI at toddler age and social anxiety at early school age is (a) mediated by their BI at preschool age, and (b) moderated by the level of social understanding, or Theory of Mind (ToM). In 102 typically developing community children, we observed BI in the laboratory at age 2 and 4.5 in "Risk Room" paradigms and assessed ToM at age 4.5 and 5.5 using false belief tasks. Mothers and fathers rated children's social anxiety symptoms at age 6.5. We supported the proposed moderated mediation model, with the path from BI at age 2 to BI at age 4.5 to social anxiety at age 6.5 unfolding only for children whose ToM abilities were relatively low, but not for those whose ToM abilities were relatively high. Results also supported a curvilinear relation between ToM and social anxiety, which highlights the risk of elevated social anxiety for children with extremely low ToM abilities. Taken together, proficiency in mindreading may help inhibited children navigate social environments and thus reduce risks for social anxiety.
Collapse
Affiliation(s)
- Danming An
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa, USA.
| | - Grazyna Kochanska
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa, USA
| |
Collapse
|
15
|
Granjon M, Rohmer O, Doignon-Camus N, Popa-Roch M, Pietrement C, Gavens N. Neuropsychological functioning and academic abilities in patients with juvenile idiopathic arthritis. Pediatr Rheumatol Online J 2021; 19:53. [PMID: 33853628 PMCID: PMC8048299 DOI: 10.1186/s12969-021-00541-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 03/23/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The involvement of the central nervous system is not rare in rheumatoid diseases. Even though children with juvenile idiopathic arthritis (JIA) may face academic difficulties until adulthood, very few studies have evaluated potential cognitive disorders in these patients. The present research aims to thoroughly investigate the cognitive and neuropsychological functioning of these patients. METHODS We measured the cognitive profile of JIA patients via their neuropsychological profile, implicit memory and social cognition skills, and estimated their academic performance using reading and mathematics tests. We recruited 21 children with JIA aged 6 to 17 years-old (M = 11.01, SD = 3.30) and 21 healthy children matched in age, gender, academic level (same school class) and socioeconomic status. RESULTS Our results showed that the cognitive profile and estimated academic ability of JIA patients are similar to those of their peers. These results support the hypothesis that children with JIA have the same cognitive predispositions to succeed at school as any other pupil. CONCLUSION Comparing our results with the existing literature, we propose complementary hypotheses for further research. Longitudinal studies seem to be necessary to understand the psychosocial and cognitive processes involved in the development of children with JIA.
Collapse
Affiliation(s)
- Marine Granjon
- Department of Psychology, Laboratoire de Psychologie des Cognitions, University of Strasbourg, (LPC UR 4440), 12 Rue Goethe, FR-67000, Strasbourg, France.
| | - Odile Rohmer
- Department of Psychology, Laboratoire de Psychologie des Cognitions, University of Strasbourg, (LPC UR 4440), 12 Rue Goethe, FR-67000, Strasbourg, France
| | - Nadège Doignon-Camus
- Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC UR 2310), University of Strasbourg, Strasbourg, France
| | - Maria Popa-Roch
- Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC UR 2310), University of Strasbourg, Strasbourg, France
| | - Christine Pietrement
- Department of Pediatrics, CHU Reims, University of Reims Champagne-Ardenne, Reims, France
| | - Nathalie Gavens
- Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC UR 2310), University of Haute-Alsace, Mulhouse, France
| |
Collapse
|
16
|
Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2020.100945] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
|
17
|
Lecce S, Bianco F, Hughes C. Reading minds and reading texts: Evidence for independent and specific associations. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101010] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
18
|
Rajhi O, Halayem S, Ghazzai M, Taamallah A, Moussa M, Abbes ZS, Hajri M, Ben Yahia H, Touati M, Fakhfakh R, Bouden A. Validation of the Tunisian Social Situation Instrument in the General Pediatric Population. Front Psychol 2020; 11:557173. [PMID: 33192812 PMCID: PMC7658408 DOI: 10.3389/fpsyg.2020.557173] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 09/29/2020] [Indexed: 11/24/2022] Open
Abstract
Background In order to better understand the deployment of the theory of mind (ToM) in Tunisian neurotypical children, we have developed a new tool of assessment of the ToM called the “Tunisian Social Situations Instrument” (TSSI). We opted for the creation of this test in view of the intercultural differences in the development of social skills. Our purpose was to validate this tool in general pediatric population. Methods It was a cross-sectional evaluative study that aimed to validate the TSSI in the general pediatric population. We initially conducted a beta test and a pre-validation study before taking the initial version of the TSSI on 123 neurotypical children. Then, we followed the typical validation procedure: appearance validity, content validity, construct validity, and reliability study. Results Regarding the validity of appearance, the TSSI was comprehensible and adapted to the Tunisian pediatric population. About content validity, the exploratory factor analysis extracted 6 factors that explain 69.3% of the total variance. These factors were respectively social clumsiness types 1 and 2, intention attribution, emotional ToM, epistemic ToM, and simple comprehension questions. The subdomains of social clumsiness (types 1 and 2) and emotional ToM had a Cronbach alpha higher than 0.8. This factor structure as well as the significant inter-correlation between subdomains and the global score were in favor of a good construct validity. The internal consistency study showed good reliability of the final version of the TSSI (alpha of Cronbach at 0,809). Regarding the performance of children at the TSSI, we have noticed a significant association between the global score, age, and verbal intelligence. Conclusion This work offers valuable insights about ToM and provides clinicians with a reliable tool to assess social clumsiness and emotional ToM in typically developing children.
Collapse
Affiliation(s)
- Olfa Rajhi
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Soumeyya Halayem
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Malek Ghazzai
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Amal Taamallah
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
| | - Mohamed Moussa
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Zeineb Salma Abbes
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Malek Hajri
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| | - Houda Ben Yahia
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
| | - Maissa Touati
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia
| | - Radhouane Fakhfakh
- Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia.,Department of Preventive Medicine, Abderrahmen Mami Hospital, Ariana, Tunis, Tunisia
| | - Asma Bouden
- Department of Child and Adolescent Psychiatry, Razi Hospital, Manouba, Tunisia.,Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia
| |
Collapse
|
19
|
Ghrear S, Fung K, Haddock T, Birch SAJ. Only Familiar Information is a "Curse": Children's Ability to Predict What Their Peers Know. Child Dev 2020; 92:54-75. [PMID: 32844428 DOI: 10.1111/cdev.13437] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The ability to make inferences about what one's peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one's knowledge when reasoning about others' knowledge, in children's estimates of their peers' knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge.
Collapse
|
20
|
Smogorzewska J, Szumski G, Grygiel P. Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood? PLoS One 2020; 15:e0237524. [PMID: 32797114 PMCID: PMC7428351 DOI: 10.1371/journal.pone.0237524] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 07/28/2020] [Indexed: 12/03/2022] Open
Abstract
Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting-classes containing children with disabilities (inclusive) or without such children (general education)-is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.
Collapse
Affiliation(s)
| | | | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Cracow, Poland
| |
Collapse
|
21
|
Caputi M, Cugnata F, Brombin C. Theory of mind and loneliness: Effects of a conversation‐based training at school. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2020; 56:257-265. [DOI: 10.1002/ijop.12707] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Accepted: 07/06/2020] [Indexed: 12/29/2022]
Affiliation(s)
- Marcella Caputi
- Department of Psychology University of Turin Turin Italy
- Department of Psychology Sigmund Freud University of Milan Milan Italy
| | - Federica Cugnata
- University Centre for Statistics in the Biomedical Sciences, Vita‐Salute San Raffaele University Milan Italy
| | - Chiara Brombin
- University Centre for Statistics in the Biomedical Sciences, Vita‐Salute San Raffaele University Milan Italy
| |
Collapse
|
22
|
Demetriou A, Kazali E, Kazi S, Spanoudis G. Cognition and cognizance in preschool predict school achievement in primary school. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100872] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
|
23
|
Szpak M, Białecka‐Pikul M. Links between attachment and theory of mind in childhood: Meta‐analytic review. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12432] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- M. Szpak
- Institute of Psychology Jagiellonian University Krakow Poland
| | | |
Collapse
|
24
|
Smogorzewska J, Szumski G, Grygiel P. Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:1241-1254. [PMID: 31069902 DOI: 10.1111/jar.12616] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2018] [Revised: 04/01/2019] [Accepted: 04/15/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability. MATERIALS AND METHODS The participant group consisted of 166 primary school-aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms. RESULTS Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups. CONCLUSIONS The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.
Collapse
Affiliation(s)
| | | | - Paweł Grygiel
- Department of Philosophy, Jagiellonian University, Cracow, Poland
| |
Collapse
|
25
|
Liu Y, Yang X, Li J, Kou E, Tian H, Huang H. Theory of Mind Development in School-Aged Left-Behind Children in Rural China. Front Psychol 2018; 9:1819. [PMID: 30298044 PMCID: PMC6160696 DOI: 10.3389/fpsyg.2018.01819] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2018] [Accepted: 09/06/2018] [Indexed: 11/26/2022] Open
Abstract
The current study aimed to investigate differences in theory of mind between left-behind children and non-left-behind children in rural China and to examine the potential protective role of general reasoning ability in left-behind children's theory of mind. Participants included 213 children aged 7.10-13.67 years (111 boys and 102 girls, M = 10.51 years, SD = 1.33), 101 of whom were left behind in rural areas by one or both migrating parents for at least 6 months. The Strange Stories task, a second-order false belief task, and a faux pas task were used to measure children's theory of mind, and Sessions B and C in Raven's Standard Progressive Matrices were used to test children's general reasoning ability. The results showed that left-behind children scored lower on both the faux pas task and Strange Stories task. Additionally, on second-order false belief understanding, left-behind boys performed worse than non-left-behind boys, while left-behind girls scored higher than non-left behind girls. Moreover, children's general reasoning ability moderated the relationship between parental migrant status and children's faux pas understanding: For children with high levels of general reasoning ability, left-behind children performed similarly to non-left-behind children, while for children with low levels of general reasoning ability, left-behind children scored lower than non-left-behind children, indicating that general reasoning ability buffered the negative effect of being left behind on children's theory of mind development. The implications of these findings for training directed at left-behind children are discussed.
Collapse
Affiliation(s)
- Yanchun Liu
- College of Education Science, Hubei Normal University, Huangshi, China
| | - Xuelian Yang
- College of Education Science, Hubei Normal University, Huangshi, China
| | | | - Erhu Kou
- College of Education Science, Hubei Normal University, Huangshi, China
| | - Huidong Tian
- College of Education Science, Hubei Normal University, Huangshi, China
| | - Heqing Huang
- College of Preschool Education, Capital Normal University, Beijing, China
| |
Collapse
|