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Pomareda C, Devine RT, Apperly IA. Mindreading quality versus quantity: A theoretically and empirically motivated two-factor structure for individual differences in adults' mindreading. PLoS One 2024; 19:e0305270. [PMID: 38917230 PMCID: PMC11198895 DOI: 10.1371/journal.pone.0305270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 05/27/2024] [Indexed: 06/27/2024] Open
Abstract
Existing methods for studying individual differences in adults' mindreading often lack good psychometric characteristics. Moreover, it remains unclear, even in theory, how mindreading varies in adults who already possess an understanding of mental states. In this pre-registered study, it was hypothesised that adults vary in their motivation for mindreading and in the degree to which their answers on mindreading tasks are appropriate (context-sensitive). These factors are confounded in existing measures as they do not differentiate between the frequency of mental state terms (MST), indicative of motivation, and the quality of an explanation. Using an innovative scoring system, the current study examined whether individual differences in adult undergraduate psychology students' (N = 128) answer quality and / or quantity of explicit references to others' mental states on two open-ended response mindreading tasks were separable constructs, accounted for by mindreading motivation, and related differentially to measures previously linked with mindreading (e.g., religiosity, loneliness, social network size). A two-factor and one-factor model both provided acceptable fit. Neither model showed significant associations with mindreading motivation. However, a two-factor model (with MST and response appropriateness loading onto separate factors) provided greater explanatory power. Specifically, MST was positively associated with religiosity and response appropriateness was negatively associated with religiosity, whilst the one-factor solution did not predict any socially relevant outcomes. This provides some indication that mindreading quantity and mindreading quality may be distinguishable constructs in the structure of individual differences in mindreading.
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Affiliation(s)
| | - Rory T. Devine
- School of Psychology, University of Birmingham, England, United Kingdom
| | - Ian A. Apperly
- School of Psychology, University of Birmingham, England, United Kingdom
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2
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Jarvis AL, Keage HAD, Wong S, Weightman M, Stephens RG. Evidence for a multidimensional account of cognitive and affective theory of mind: A state-trace analysis. Mem Cognit 2024; 52:525-535. [PMID: 38015409 PMCID: PMC11021350 DOI: 10.3758/s13421-023-01481-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/06/2023] [Indexed: 11/29/2023]
Abstract
Theory of mind (ToM) has been argued to be a multidimensional construct, with ToM inferences depending on distinct processes across affective and cognitive ToM tasks and across first-order cognitive and second-order cognitive ToM tasks. Behavioural evidence for a multidimensional account has primarily depended on dissociations identified via analysis of variance, a statistical approach insufficient for assessing dimensionality. Instead, state-trace analysis (STA) is a more appropriate statistical technique to uncover dimensionality. The current study first applied STA to two summary datasets that had previously identified key dissociations between cognitive and affective ToM; these reanalyses did not support a multidimensional account of ToM. Next, STA was applied to a more detailed dataset to reveal whether ToM is based on multiple processes in a sample of 115 older adults aged 60-85 years (M = 68.5, SD = 5.92, 61.7% female) with higher or lower emotion perception ability. Participants made ToM judgements about different social exchanges (e.g., sarcasm or lying). STA results supported a multidimensional account of ToM across first-order cognitive, second-order cognitive, and affective ToM subdomains. These results lay a more rigorous foundation for subsequent studies to further examine the dimensionality of ToM and to apply formal modelling, progressing the field's understanding and measurement of the cognitive processes driving ToM judgements.
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Affiliation(s)
- Amy L Jarvis
- Justice and Society Unit, University of South Australia, Adelaide, Australia.
| | - Hannah A D Keage
- Justice and Society Unit, University of South Australia, Adelaide, Australia
| | - Stephanie Wong
- Justice and Society Unit, University of South Australia, Adelaide, Australia
- College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia
| | - Michael Weightman
- Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, Australia
- College of Medicine and Public Health, Flinders University, Adelaide, Australia
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3
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Du J, Liang Y, Guo D, Xiao Y. The relationship between theory of mind and moral sensitivity among Chinese preschool children: the mediating role of empathy. BMC Psychol 2024; 12:112. [PMID: 38429758 PMCID: PMC10908148 DOI: 10.1186/s40359-024-01600-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Accepted: 02/16/2024] [Indexed: 03/03/2024] Open
Abstract
BACKGROUND Identifying moral behavior in complex situations is the key ability for children to develop prosocial behavior. The theory of mind (ToM) and empathy provide the cognition and emotional motivation required for the development of moral sensitivity. In this study, we investigated the associations among ToM, empathy, and moral sensitivity and explored the possible differences between Chinese preschool children aged 4 and 5 years. METHODS One hundred and thirty children completed the unexpected-content and change-of-location tasks as well as questionnaires about empathy and moral sensitivity individually. A one-way analysis of variance and the multi-group mediation SEM were used to examine the associations of the three variables and age differences. RESULTS The scores of 5-year-old children in the dimensions of care, fairness, authority, and sanctity and the total score were higher than those of 4-year-old children. Moral sensitivity was positively correlated with both ToM and empathy after we controlled for verbal IQ and gender. Multigroup mediation analyses showed age-based differences in the associations among moral sensitivity, ToM, and empathy. Empathy's mediation effect was partial among 4-year-old children and complete among 5-year-old children. CONCLUSIONS These findings contribute to understanding the cognitive and emotional factors in the formation of children's moral sensitivity. They also point to a promising approach to promoting the development of moral sensitivity and evidence for educators to understand the process of children's socialization.
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Affiliation(s)
- Jun Du
- School of Education, Longdong University, 745000, Qingyang, China.
- School of Psychology, Shaanxi Normal University, 710062, Xi'an, China.
| | - Yuan Liang
- Key Laboratory of Artificial Intelligence and Language Cognitive Neuroscience, Xi'an International Studies University, 710128, Xi'an, China.
| | - Di Guo
- School of Early Childhood Education, Shaanxi Xueqian Normal University, 710061, Xi'an, Shaanxi, China
| | - Ying Xiao
- Center School of Languan Street in Lantian District, 710128, Xi'an, China
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4
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Besnard J, Menei P, Roualdes V, Seizeur R, Allain P, Le Gall D, Lancelot C, Roy A, Cantisano N. Social cognition in adult survivors of brain tumors: studying the relationship between theory of mind and quality of life. Brain Inj 2024; 38:160-169. [PMID: 38288978 DOI: 10.1080/02699052.2024.2309246] [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: 05/25/2022] [Accepted: 01/19/2024] [Indexed: 02/28/2024]
Abstract
OBJECTIVE The present study is the first to examine theory of mind (ToM) sequelae in a sample of adult survivors of primary brain tumors, and to investigate the assumed relationship between ToM and health-related quality of life (HRQoL). METHOD Participants were 40 long-term adult survivors of primary brain tumors and 40 matched healthy controls. They completed ToM tests (Faux-Pas test and Advanced ToM task) and two questionnaires assessing HRQoL (36-Item Short-Form Health Survey and EORTC QLQ-C30/QLQ-BN20). Their relatives also completed an observer-rated version of the SF-36 questionnaire. RESULTS Survivors performed worse than controls only on the Advanced ToM task. Overall, patients and caregivers reported more problems than healthy controls and their relatives regarding both global HRQoL and its social/emotional aspects. No relationship was found between ToM and HRQoL scores. CONCLUSION Adult survivors of primary brain tumors may exhibit ToM deficits several years after treatment and report more problems on social/emotional HRQoL components. Our findings highlight the need to consider these late effects in survivors' long-term follow-up, even if the clinical involvement of ToM deficits still needs to be elucidated. The assessment of ToM deficits and their potential impact on survivors' everyday life is thoroughly discussed.
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Affiliation(s)
- Jérémy Besnard
- Department of Psychology, University of Angers, Angers, France
| | - Philippe Menei
- Department of Neurosurgery, Angers University Hospital, Angers, France
| | - Vincent Roualdes
- Department of Neurosurgery, Nantes University Hospital, Nantes, France
| | - Romuald Seizeur
- Department of Neurosurgery, Brest Regional University Hospital, Brest, France
| | - Philippe Allain
- Department of Psychology, University of Angers, Angers, France
- Department of Neurology, Angers University Hospital, Angers, France
| | - Didier Le Gall
- Department of Psychology, University of Angers, Angers, France
- Department of Neurology, Angers University Hospital, Angers, France
| | - Céline Lancelot
- Department of Psychology, University of Angers, Angers, France
| | - Arnaud Roy
- Department of Psychology, University of Angers, Angers, France
- Centre Référent des Troubles d'Apprentissage et Centre de Compétence Nantais de Neurofibromatose, Nantes University Hospital, Nantes, France
| | - Nicole Cantisano
- Centre d'Etudes en Psychopathologie et Psychologie de la Santé (EA 7411), University of Toulouse Jean Jaurès, Toulouse, France
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Yeung EKL, Apperly IA, Devine RT. Measures of individual differences in adult theory of mind: A systematic review. Neurosci Biobehav Rev 2024; 157:105481. [PMID: 38036161 DOI: 10.1016/j.neubiorev.2023.105481] [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: 10/03/2023] [Revised: 11/11/2023] [Accepted: 11/23/2023] [Indexed: 12/02/2023]
Abstract
Theory of mind (ToM), the ability to understand and reason about mental states, has been extensively studied in young children and clinical populations. A growing interest in examining ToM in adults has emerged over the past two decades, but the extent to which existing measures are suitable for studying adults, especially in detecting individual differences, remains understudied. In this systematic review of 273 studies, 75 measures used to investigate individual differences in adults' ToM were identified. Their sensitivity to individual differences, reliability, and validity were examined. Results suggest that ceiling effects were prevalent, and there was limited evidence to establish the reliability or validity of these measures due to the lack of reports of psychometric properties. Interrelations among measures were inconsistent. These findings highlight the need for future empirical and theoretical work to broaden the evidence base regarding psychometric properties of measures, to develop new measures, and to lay out more specific hypotheses about the relevance of ToM for different social outcomes.
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Affiliation(s)
- Elaine Kit Ling Yeung
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom.
| | - Ian A Apperly
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom
| | - Rory T Devine
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, United Kingdom
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Sotomayor-Enriquez K, Gweon H, Saxe R, Richardson H. Open dataset of theory of mind reasoning in early to middle childhood. Data Brief 2024; 52:109905. [PMID: 38146306 PMCID: PMC10749232 DOI: 10.1016/j.dib.2023.109905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 11/09/2023] [Accepted: 11/28/2023] [Indexed: 12/27/2023] Open
Abstract
Theory of mind (ToM) reasoning refers to the process by which we reason about the mental states (beliefs, desires, emotions) of others. Here, we describe an open dataset of responses from children who completed a story booklet task for assessing ToM reasoning (n = 321 3-12-year-old children, including 64 (neurotypical) children assessed longitudinally and 68 autistic children). Children completed one of two versions of the story booklet task (Booklet 1 or 2). Both versions include two-alternative forced choice and free response questions that tap ToM concepts ranging in difficulty from reasoning about desires and beliefs to reasoning about moral blameworthiness and mistaken referents. Booklet 2 additionally includes items that assess understanding of sarcasm, lies, and second-order belief-desire reasoning. Compared to other ToM tasks, the booklet task provides relatively dense sampling of ToM reasoning within each child (Booklet 1: 41 items; Booklet 2: 65 items). Experimental sessions were video recorded and data were coded offline; the open dataset consists of children's accuracy (binary) on each item and, for many children (n = 171), transcriptions of free responses. The dataset also includes children's scores on standardized tests of receptive language and non-verbal IQ, as well as other demographic information. As such, this dataset is a valuable resource for investigating the development of ToM reasoning in early and middle childhood.
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Affiliation(s)
- Koraima Sotomayor-Enriquez
- School of Health in Social Science, University of Edinburgh, Teviot Place, Edinburgh EH8 9AG, United Kingdom
| | - Hyowon Gweon
- Department of Psychology, Stanford University, 450 Jane Stanford Way, Bldg. 420-280, Stanford, CA 94305, USA
| | - Rebecca Saxe
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, USA
| | - Hilary Richardson
- School of Philosophy, Psychology, and Language Sciences, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, United Kingdom
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Nestor BA, Liu Q, Sutherland S, Cole DA. The relation of depressive symptoms to theory of mind in adults. J Affect Disord 2023; 339:194-202. [PMID: 37437738 DOI: 10.1016/j.jad.2023.07.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 06/06/2023] [Accepted: 07/08/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Theory of mind (ToM) is the ability to understand thoughts and feelings of others. Significant heterogeneity exists for the strength of the association between depression and ToM performance. METHODS To clarify these relations, two studies of depressed and nondepressed adults investigate cross-sectional associations of four latent depression factors (i.e., somatic symptoms, depressed affect, positive affect, and interpersonal problems) to two aspects of ToM (reasoning vs. decoding). Study 1 investigated associations between depression factors and reasoning ToM (N = 258), and Study 2 investigated associations between depression factors and decoding ToM (N = 219). RESULTS In Study 1, the interpersonal problems factor was negatively related to reasoning ToM, though in Study 2, no consistent associations emerged between depression and decoding ToM. Study 2 also replicated a novel approach to assessing valence with the Reading the Mind in the Eyes Test. LIMITATIONS This investigation was primarily limited by cross-sectional designs, self-report, and online delivery of measures. CONCLUSIONS Findings emphasize the heterogeneity of ToM as a construct and identify targets for clinical intervention, with specific focus on bolstering reasoning ToM skills.
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Affiliation(s)
- Bridget A Nestor
- Department of Anesthesia, Boston Children's Hospital, Harvard Medical School, United States of America; Department of Psychology and Human Development, Vanderbilt University, United States of America.
| | - Qimin Liu
- Department of Psychiatry, University of Illinois at Chicago, United States of America; Department of Psychology and Human Development, Vanderbilt University, United States of America; Boston University, Department of Psychological and Brain Sciences, United States of America
| | - Susanna Sutherland
- Department of Psychology and Human Development, Vanderbilt University, United States of America
| | - David A Cole
- Department of Psychology and Human Development, Vanderbilt University, United States of America
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Stutesman MG, Frye DA. Affective Theory of Mind in Late Adulthood: The Role of Emotion Complexity and Social Relatedness. Exp Aging Res 2023; 49:472-500. [PMID: 36284488 DOI: 10.1080/0361073x.2022.2137359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Accepted: 10/12/2022] [Indexed: 11/04/2022]
Abstract
BACKGROUND Age-related declines in adult affective theory of mind (AToM) have been discovered. However, AToM measures have not accounted for emotional state complexity involved in AToM. Measures have also not accounted for different types of relationships - friends versus strangers - for which AToM is employed, which is important considering the limited social networks of aging adults. OBJECTIVE We address these issues and examine the emotion complexity, social-relatedness, and contextual relevance in AToM across adult ages (18-89 years) using a new task and two well-established measures. RESULTS The new task displayed good structural fit and internal construct validity. Overall, an age-related decline in AToM was found along with an interaction between age and emotion complexity. For all ages, AToM performance was best for complex emotions. However, as age increased, there was more rapid decline in AToM for more complex emotions than for less complex ones. Surprisingly, AToM performance for strangers was better than for social companions. CONCLUSION The findings suggest age-related AToM declines are more nuanced than previously understood given that adult age differences are related to emotional state complexity. They indicate that the emotion complexity levels of basic, complex, and self-conscious should be included in AToM assessments. Implications for AToM tasks and development are discussed.
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Affiliation(s)
- Megan G Stutesman
- Department of Psychology, 3F5, George Mason University, Fairfax, Virginia, 22030, USA
| | - Douglas A Frye
- Department of Psychology, 3F5, George Mason University, Fairfax, Virginia, 22030, USA
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9
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Ferrari E, Butti N, Gagliardi C, Romaniello R, Borgatti R, Urgesi C. Cognitive predictors of Social processing in congenital atypical development. J Autism Dev Disord 2023; 53:3343-3355. [PMID: 35729297 DOI: 10.1007/s10803-022-05630-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/27/2022] [Indexed: 10/18/2022]
Abstract
According to current accounts of social cognition, the emergence of verbal and non-verbal components of social perception might rely on the acquisition of different cognitive abilities. These components might be differently sensitive to the pattern of neuropsychological impairments in congenital neurodevelopmental disorders. Here, we explored the association between social and non-social cognitive domains by administering subtests of the NEPSY-II battery to 92 patients with Intellectual and Developmental Disability (IDD). Regardless the level of intellectual functioning and presence of congenital brain malformations, results revealed that visuospatial skills predicted emotion recognition and verbal component of Theory of Mind, whereas imitation predicted the non-verbal one. Future interventions might focus on spatial and sensorimotor abilities to boost the development of social cognition in IDD.
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Affiliation(s)
- Elisabetta Ferrari
- Scientific Institute, IRCCS E. Medea, Neuropsychiatry and Neurorehabilitation Unit, Bosisio Parini, Lecco, Italy.
| | - Niccolò Butti
- Scientific Institute, IRCCS E. Medea, Neuropsychiatry and Neurorehabilitation Unit, Bosisio Parini, Lecco, Italy
- PhD Program in Neural and Cognitive Sciences, Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Chiara Gagliardi
- Scientific Institute, IRCCS E. Medea, Neuropsychiatry and Neurorehabilitation Unit, Bosisio Parini, Lecco, Italy
- SPAEE, Catholic University of the Sacred Heart, Milan, Italy
| | - Romina Romaniello
- Scientific Institute, IRCCS E. Medea, Neuropsychiatry and Neurorehabilitation Unit, Bosisio Parini, Lecco, Italy
| | - Renato Borgatti
- IRCCS Mondino Foundation, Pavia, Italy
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Cosimo Urgesi
- Scientific Institute, IRCCS E. Medea, Neuropsychiatry and Neurorehabilitation Unit, Bosisio Parini, Lecco, Italy
- Laboratory of Cognitive Neuroscience, Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy
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Clutterbuck RA, Callan MJ, Shah P. Socio-demographic and political predictors of Theory of Mind in adulthood. PLoS One 2023; 18:e0284960. [PMID: 37224101 DOI: 10.1371/journal.pone.0284960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 04/13/2023] [Indexed: 05/26/2023] Open
Abstract
Individual differences in Theory of Mind (ToM)-the ability to understand the mental states of others-are theorised to be predicted by socio-demographic and political factors. However, inconsistent findings on the relationships between various socio-demographic predictors and ToM, as well as a paucity of research on political predictors of ToM, have left a gap in the literature. Using a recently validated self-report measure of ToM in a large sample (N = 4202) we investigated the unique contributions of age, sex, socio-economic status, and political beliefs to ToM in adults. Except for age, all variables were correlated with ToM, but when accounting for the variance of other predictors in statistical analyses, political beliefs was no longer associated with ToM. Dominance analysis revealed that participant sex was the most important predictor of ToM. These findings help to address theoretical discrepancies in the existing literature and inform future methods and directions in social cognition research.
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Affiliation(s)
| | | | - Punit Shah
- Department of Psychology, University of Bath, Bath, United Kingdom
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11
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Salhi IS, Lancelot C, Marzouki Y, Souissi W, Besbes AN, Le Gall D, Bellaj T. Assessing the construct validity of a theory of mind battery adapted to Tunisian school-aged children. Front Psychiatry 2023; 14:974174. [PMID: 36970273 PMCID: PMC10035413 DOI: 10.3389/fpsyt.2023.974174] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 01/23/2023] [Indexed: 03/12/2023] Open
Abstract
Background Theory of mind (ToM) refers to the ability to understand others' states of mind, desires, emotions, beliefs, and intentions to predict the content of their mental representations. Two major dimensions within ToM have been studied. The first is the type of inferred mental state, which can be cognitive or affective. The second comprises the types of processes involved according to their degree of complexity (first- and second-order false belief and advanced ToM). ToM acquisition is fundamental-a key component in the development of everyday human social interactions. ToM deficits have been reported in various neurodevelopmental disorders through various tools assessing disparate facets of social cognition. Nevertheless, Tunisian practitioners and researchers lack a linguistically and culturally appropriate psychometric tool for ToM assessment among school-aged children. Objective To assess the construct validity of a translated and adapted French ToM Battery for Arabic-speaking Tunisian school-aged children. Methods The focal ToM Battery was designed with neuropsychological and neurodevelopmental theory and composed of 10 subtests distributed evenly in three parts: Pre-conceptual, cognitive, and affective ToM. Translated and adapted to the Tunisian sociocultural context, this ToM battery was individually administered to 179 neurotypical Tunisian children (90 girls and 89 boys) aged 7-12 years. Results After controlling for the age effect, construct validity was empirically confirmed on two dimensions (cognitive and affective) via structural equation modeling (SEM) analysis, demonstrating that this solution has a good fit. The results confirmed that the age affected differentially the performance obtained on ToM tasks based on the two components of the battery. Conclusion Our findings confirm that the Tunisian version of the ToM Battery has robust construct validity for the assessment of cognitive and affective ToM in Tunisian school-aged children; hence, it could be adopted in clinical and research settings.
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Affiliation(s)
- Imène Soumaya Salhi
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Céline Lancelot
- Laboratoire de Psychologie des Pays de la Loire (LPPL), Université d’Angers, Angers, France
| | - Yousri Marzouki
- Psychology Program, Department of Social Sciences, College of Arts and Sciences, Qatar University, Doha, Qatar
| | - Wided Souissi
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Aya Nejiba Besbes
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Didier Le Gall
- Laboratoire de Psychologie des Pays de la Loire (LPPL), Centre Hospitalier Universitaire (CHU) d’Angers, Université d’Angers, Angers, France
| | - Tarek Bellaj
- Psychology Program, Department of Social Sciences, College of Arts and Sciences, Qatar University, Doha, Qatar
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12
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Stellar JE, Duong F. The Little Black Box: Contextualizing Empathy. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2023. [DOI: 10.1177/09637214221131275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Abstract
In the last century since the word “empathy” was first introduced to the English vernacular, it has gained wide attention within academia and society more broadly. However, empathy has proven particularly challenging to define. We suggest that persistent disagreements about its conceptualization partially result from the tendency of researchers to simplify, remove, or ignore the context in which empathy is experienced. But context matters. For instance, we experience empathy when we encounter a grieving friend, but also when our partner expresses frustration with our past behavior. We illustrate how context shapes the experience of empathy by focusing on the diversity of emotional contexts that give rise to empathy and presenting a case study of context-specific empathy in response to another’s pain versus sadness. We conclude with recommendations for academics and those in the public arena who are interested in understanding empathy.
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Affiliation(s)
| | - Fred Duong
- Psychology Department, University of Toronto
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13
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Alkire D, McNaughton KA, Yarger HA, Shariq D, Redcay E. Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:472-488. [PMID: 35722978 PMCID: PMC9763550 DOI: 10.1177/13623613221103699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
LAY ABSTRACT Conversation is a key part of everyday social interactions. Previous studies have suggested that conversational skills are related to theory of mind, the ability to think about other people's mental states, such as beliefs, knowledge, and emotions. Both theory of mind and conversation are common areas of difficulty for autistic people, yet few studies have investigated how people, including autistic people, use theory of mind during conversation. We developed a new way of measuring cToM using two rating scales: cToM Positive captures behaviors that show consideration of a conversation partner's mental states, such as referring to their thoughts or feelings, whereas cToM Negative captures behaviors that show a lack of theory of mind through violations of neurotypical conversational norms, such as providing too much, too little, or irrelevant information. We measured cToM in 50 pairs of autistic and typically developing children (ages 8-16 years) during 5-min "getting to know you" conversations. Compared to typically developing children, autistic children displayed more frequent cToM Negative behaviors but very similar rates of cToM Positive behaviors. Across both groups, cToM Negative (but not Positive) ratings were related to difficulties in recognizing emotions from facial expressions and a lower tendency to talk about others' mental states spontaneously (i.e., without being instructed to do so), which suggests that both abilities are important for theory of mind in conversation. Altogether, this study highlights both strengths and difficulties among autistic individuals, and it suggests possible avenues for further research and for improving conversational skills.
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Affiliation(s)
- Diana Alkire
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Kathryn A. McNaughton
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Heather A. Yarger
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Deena Shariq
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
| | - Elizabeth Redcay
- Neuroscience and Cognitive Science Program, University of Maryland, College Park
- Department of Psychology, University of Maryland, College Park
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Manalili MAR, Pearson A, Sulik J, Creechan L, Elsherif M, Murkumbi I, Azevedo F, Bonnen KL, Kim JS, Kording K, Lee JJ, Obscura M, Kapp SK, Röer JP, Morstead T. From Puzzle to Progress: How Engaging With Neurodiversity Can Improve Cognitive Science. Cogn Sci 2023; 47:e13255. [PMID: 36807910 DOI: 10.1111/cogs.13255] [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: 02/22/2023]
Abstract
In cognitive science, there is a tacit norm that phenomena such as cultural variation or synaesthesia are worthy examples of cognitive diversity that contribute to a better understanding of cognition, but that other forms of cognitive diversity (e.g., autism, attention deficit hyperactivity disorder/ADHD, and dyslexia) are primarily interesting only as examples of deficit, dysfunction, or impairment. This status quo is dehumanizing and holds back much-needed research. In contrast, the neurodiversity paradigm argues that such experiences are not necessarily deficits but rather are natural reflections of biodiversity. Here, we propose that neurodiversity is an important topic for future research in cognitive science. We discuss why cognitive science has thus far failed to engage with neurodiversity, why this gap presents both ethical and scientific challenges for the field, and, crucially, why cognitive science will produce better theories of human cognition if the field engages with neurodiversity in the same way that it values other forms of cognitive diversity. Doing so will not only empower marginalized researchers but will also present an opportunity for cognitive science to benefit from the unique contributions of neurodivergent researchers and communities.
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Affiliation(s)
- Marie A R Manalili
- Faculty of Education & Society, University College London.,School of Health & Psychological Sciences, City, University of London
| | - Amy Pearson
- School of Psychology, University of Sunderland
| | - Justin Sulik
- Cognition, Values & Behavior, Ludwig Maximilian University of Munich
| | - Louise Creechan
- Department of English Studies and Institute for Medical Humanities, Durham University
| | | | - Inika Murkumbi
- Department of Social Anthropology, University of Cambridge
| | | | | | - Judy S Kim
- University Center for Human Values, Princeton University
| | - Konrad Kording
- Departments of Neuroscience and Bioengineering, University of Pennsylvania and CIFAR
| | - Julie J Lee
- Department of Psychology, New York University
| | | | | | - Jan P Röer
- Department for Psychology and Psychotherapy, Witten/Herdecke University
| | - Talia Morstead
- Department of Psychology, University of British Columbia
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15
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Zhu T, Zhang L, Wang P, Xiang M, Wu X. The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students. Cogn Res Princ Implic 2023; 8:5. [PMID: 36690778 PMCID: PMC9871151 DOI: 10.1186/s41235-023-00461-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Accepted: 12/30/2022] [Indexed: 01/25/2023] Open
Abstract
According to previous studies of theory of mind (ToM), social environment and cultural background affect individuals' cognitive ability to understand other people's minds. There are cross-group differences in ToM. The present study aimed to examine whether social environment and culture affect the ToM in Uygur and Han groups and whether the individual's cognitive ToM and affective ToM show in-group advantages. Han and Uygur college students were recruited as participants. The "self/other differentiation task" was used to measure cognitive ToM (Study 1), and the "Yoni task" was used to measure both cognitive and affective ToM (Study 2). We found that Han participants processed the cognitive and affective states of others faster and more accurately than Uygur ones. Uygur and Han participants processed in-group members' cognitive and affective states faster and more accurately. Furthermore, Uygur participants were more accurate in the cognitive ToM processing of in-group members, while Han participants were faster in the affective ToM processing of in-group members. The findings indicated that ethnic culture and group identify might influence ToM processing. Strengthening exchanges between ethnic groups may enable individuals to better process out-group members' psychological states.
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Affiliation(s)
- Tingyu Zhu
- School of Psychology, Shaanxi Normal University, No. 199, Chang'an South Road, Yanta District, Xi'an, 710062, Shaanxi Province, China
| | - Lijin Zhang
- School of Psychology, Shaanxi Normal University, No. 199, Chang'an South Road, Yanta District, Xi'an, 710062, Shaanxi Province, China.
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi'an, China.
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China.
| | - Ping Wang
- School of Educational Science, Liupanshui Normal University, Liupanshui, China
| | - Meiqiu Xiang
- School of Psychology, Shaanxi Normal University, No. 199, Chang'an South Road, Yanta District, Xi'an, 710062, Shaanxi Province, China
| | - Xiujuan Wu
- School of Psychology, Shaanxi Normal University, No. 199, Chang'an South Road, Yanta District, Xi'an, 710062, Shaanxi Province, China
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16
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What does the Strange Stories test measure? Developmental and within-test variation. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2022.101289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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17
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Bröcker AL, Zimmermann J, Stuke F, Just S, Bayer S, Mielau J, Bertram G, Funcke J, Maaßen E, Hadzibegovic J, Lempa G, von Haebler D, Montag C. Exploring the Latent Structure and Convergent and Incremental Validity of the Metacognition Assessment Scale - Abbreviated in a Sample of Patients with Non-Affective Psychosis. J Pers Assess 2023; 105:100-110. [PMID: 35363095 DOI: 10.1080/00223891.2022.2048843] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Synthetic metacognition is a heterogeneous construct related to psychotic disorders. One important tool to assess this construct is the Metacognition Assessment Scale - Abbreviated (MAS-A). In this study, we investigated the latent structure as well as the interrater reliability and convergent and incremental validity of the MAS-A in a sample of patients with non-affective psychosis. Analyses indicated that the scale might be one-dimensional. Interrater reliability of the MAS-A total score was good. In terms of convergent validity, correlational analyses showed significant associations of MAS-A metacognition with the Operationalized Psychodynamic Diagnosis Level of Structural Integration Axis (OPD-LSIA) and the Levels of Emotional Awareness Scale (LEAS). In terms of construct validity, a significant association was observed between MAS-A metacognition and a short version of the International Classification of Functioning, Disability and Health (MINI-ICF), which persisted after self-report measures of impairments in structural capacities (Structure Questionnaire of Operationalized Psychodynamic Diagnosis [OPD-SQS]) and mentalizing abilities (Mentalization Questionnaire [MZQ]) were included as covariates, but not after symptom dimensions were included. There was a significant correlation with the current living situation, but not with other external criteria like diagnosis or duration of illness. Future studies should explore alternative outcomes and replicate results in longitudinal designs.
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Affiliation(s)
- Anna-Lena Bröcker
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | | | - Frauke Stuke
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Sandra Just
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Samuel Bayer
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Juliane Mielau
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Gianna Bertram
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Jakob Funcke
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Eva Maaßen
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | - Jasmina Hadzibegovic
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
| | | | - Dorothea von Haebler
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany.,International Psychoanalytic University, Berlin, Germany
| | - Christiane Montag
- Department of Psychiatry and Neurosciences, Campus Charité Mitte, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt - Universität zu Berlin, Germany
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18
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Brodsky JE, Bergson Z, Chen M, Hayward EO, Plass JL, Homer BD. Language, ambiguity, and executive functions in adolescents' theory of mind. Child Dev 2023; 94:202-218. [PMID: 36082877 DOI: 10.1111/cdev.13852] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.
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Affiliation(s)
| | | | - Ming Chen
- The Graduate Center, CUNY, New York City, New York, USA
| | | | - Jan L Plass
- CREATE Lab, New York University, New York City, New York, USA
| | - Bruce D Homer
- The Graduate Center, CUNY, New York City, New York, USA
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19
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Abstract
Theory of mind (ToM) impairment is associated with poor social functioning in some psychological disorders (e.g., autism and schizophrenia). ToM deficits have also been linked with offending behavior in the theoretical literature. However, no review has examined the empirical evidence for such a link. We carried out a systematic review to provide a critical overview of studies involving ToM ability in offenders. We included studies published in English that used an instrument to measure at least one aspect of ToM. Twenty-eight eligible studies were identified and coded. Our findings reveal a generally mixed literature. Taking study quality into account, our findings suggest that offenders and nonoffenders do not differ in their first-order ToM. For second-order ToM, findings are mixed, even when only the highest quality studies are examined. Studies exploring advanced ToM showed mixed results overall, though the highest quality research appeared to indicate that offenders have impairments in advanced ToM which means that they may have difficulty understanding various mental states such as pretense, white lies, irony, double bluffs, and sarcasm. We suggest that well-controlled future studies, which also measure other facets of ToM (e.g., distinguishing between cognitive and affective ToM or examining ToM content), are needed to fully understand the role of ToM in offending.
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Affiliation(s)
- Nilda Karoğlu
- School of Psychology, University of Kent, Canterbury, United Kingdom
| | | | - Caoilte Ó Ciardha
- School of Psychology, University of Kent, Canterbury, United Kingdom
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20
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Flechsenhar A, Kanske P, Krach S, Korn C, Bertsch K. The (un)learning of social functions and its significance for mental health. Clin Psychol Rev 2022; 98:102204. [PMID: 36216722 DOI: 10.1016/j.cpr.2022.102204] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 08/11/2022] [Accepted: 09/23/2022] [Indexed: 01/27/2023]
Abstract
Social interactions are dynamic, context-dependent, and reciprocal events that influence prospective strategies and require constant practice and adaptation. This complexity of social interactions creates several research challenges. We propose a new framework encouraging future research to investigate not only individual differences in capacities relevant for social functioning and their underlying mechanisms, but also the flexibility to adapt or update one's social abilities. We suggest three key capacities relevant for social functioning: (1) social perception, (2) sharing emotions or empathizing, and (3) mentalizing. We elaborate on how adaptations in these capacities may be investigated on behavioral and neural levels. Research on these flexible adaptations of one's social behavior is needed to specify how humans actually "learn to be social". Learning to adapt implies plasticity of the relevant brain networks involved in the underlying social processes, indicating that social abilities are malleable for different contexts. To quantify such measures, researchers need to find ways to investigate learning through dynamic changes in adaptable social paradigms and examine several factors influencing social functioning within the three aformentioned social key capacities. This framework furthers insight concerning individual differences, provides a holistic approach to social functioning, and may improve interventions for ameliorating social abilities in patients.
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Affiliation(s)
- Aleya Flechsenhar
- Department Clinical Psychology and Psychotherapy, Ludwig-Maximilians-University Munich, Germany.
| | - Philipp Kanske
- Institute of Clinical Psychology and Psychotherapy, Technische Universität Dresden, Germany
| | - Sören Krach
- Department of Psychiatry and Psychotherapy, University of Lübeck, Germany
| | - Christoph Korn
- Section Social Neuroscience, Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
| | - Katja Bertsch
- Department Clinical Psychology and Psychotherapy, Ludwig-Maximilians-University Munich, Germany; NeuroImaging Core Unit Munich (NICUM), University Hospital LMU, Munich, Germany; Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
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21
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Golec-Staśkiewicz K, Pluta A, Wojciechowski J, Okruszek Ł, Haman M, Wysocka J, Wolak T. Does the TPJ fit it all? Representational similarity analysis of different forms of mentalizing. Soc Neurosci 2022; 17:428-440. [DOI: 10.1080/17470919.2022.2138536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Affiliation(s)
| | - Agnieszka Pluta
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
- Bioimaging Research Center, Institute of Physiology and Pathology of Hearing, World Hearing Center, Kajetany, Poland
| | - Jakub Wojciechowski
- Bioimaging Research Center, Institute of Physiology and Pathology of Hearing, World Hearing Center, Kajetany, Poland
- Laboratory of Emotions Neurobiology, Nencki Institute of Experimental Biology, Warsaw, Poland
| | - Łukasz Okruszek
- Social Neuroscience Lab, Institute of Psychology, Polish Academy of Sciences, Warsaw, Poland
| | - Maciej Haman
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Joanna Wysocka
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Tomasz Wolak
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
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22
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Isernia S, MacPherson SE, Baksh RA, Bergsland N, Marchetti A, Baglio F, Massaro D. Italian adaptation of the Edinburgh Social Cognition Test (ESCoT): A new tool for the assessment of theory of mind and social norm understanding. Front Psychol 2022; 13:971187. [PMID: 36389515 PMCID: PMC9651931 DOI: 10.3389/fpsyg.2022.971187] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 10/07/2022] [Indexed: 11/01/2023] Open
Abstract
The relevance of social cognition assessment has been formally described in the Diagnostic and Statistical Manual of Mental Disorders-5. However, social cognition tools evaluating different socio-cognitive components for Italian-speaking populations are lacking. The Edinburgh Social Cognition Test (ESCoT) is a new social cognition measure that uses animations of everyday social interactions to assess (i) cognitive theory of mind, (ii) affective theory of mind, (iii) interpersonal social norm understanding, and (iv) intrapersonal social norm understanding. Previous studies have shown that the ESCoT is a sensitive measure of social cognition in healthy and clinical populations in the United Kingdom. This work aimed to adapt and validate the ESCoT in an Italian population of healthy adults. A translation-back-translation procedure was followed to create and refine the Italian version. Then, 94 healthy adults (47 females, mean age 35 ± 15.9) completed the ESCoT, a battery of conventional social cognition tests (Yoni; Reading the Mind in the Eyes Strange Stories, and Social Norm Questionnaire, SNQ) and measures of intelligence and executive functions. Reliability, convergent validity, and predictors of performance on the ESCoT were examined. Results demonstrated good reliability of the ESCoT and an association between the ESCoT scores and some traditional social cognition tests (Yoni cognitive subscale, SNQ). Hierarchical regression results showed that the ESCoT total score was associated with age. Also, the ESCoT subscore (intrapersonal social norm understanding) was associated with education. These findings support the ESCoT as a valid tool testing social norm understanding, a reliable measure of social cognition for an adult Italian population, and provides further evidence that the ESCoT is sensitive to age- and education-related changes in social cognition, and it is a task not affected by general cognitive functioning.
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Affiliation(s)
- Sara Isernia
- IRCCS Don Carlo Gnocchi Foundation ONLUS, Milan, Italy
| | - Sarah E. MacPherson
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, United Kingdom
| | - R. Asaad Baksh
- Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology, and Neuroscience, King’s College London, London, United Kingdom
| | | | - Antonella Marchetti
- Research Unit on Theory of Mind, Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
| | | | - Davide Massaro
- Research Unit on Theory of Mind, Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
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23
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van der Kleij SW, Apperly I, Shapiro LR, Ricketts J, Devine RT. Reading fiction and reading minds in early adolescence: A longitudinal study. J Exp Child Psychol 2022; 222:105476. [PMID: 35709569 DOI: 10.1016/j.jecp.2022.105476] [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: 12/21/2021] [Revised: 04/04/2022] [Accepted: 05/18/2022] [Indexed: 10/18/2022]
Abstract
Reading fiction is argued to have benefits for our understanding of others' thoughts, feelings and desires, referred to as 'theory of mind'(ToM). We aimed to test this assumption by examining whether children's reading experience is longitudinally associated with later ToM. We examined reading experience and ToM in 236 children between the ages of 11-13 years. Participants were asked to report on their time spent reading both fiction and non-fiction at ages 11 and 13, ToM was measured at age 13. Verbal ability, reading comprehension, and reading motivation were included as control variables in all analyses. Results showed that children's self-reported fiction, but not their non-fiction reading was associated with ToM. Further, the association was concurrent but not longitudinal: fiction reading and ToM at age 13 were associated but fiction reading at age 11 did not predict ToM at age 13. Our findings motivate further research on what types of reading materials might be beneficial, and the level of exposure to fiction that is needed for measurable benefits for later ToM.
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Affiliation(s)
- Sanne W van der Kleij
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK; School of Psychology, College of Health and Life Sciences, Aston University, Birmingham B4 7ET, UK.
| | - Ian Apperly
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
| | - Laura R Shapiro
- School of Psychology, College of Health and Life Sciences, Aston University, Birmingham B4 7ET, UK
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, Egham, Surrey TW20 0EX, UK
| | - Rory T Devine
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
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24
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Xie H, Redcay E. A tale of two connectivities: intra- and inter-subject functional connectivity jointly enable better prediction of social abilities. Front Neurosci 2022; 16:875828. [PMID: 36117636 PMCID: PMC9475068 DOI: 10.3389/fnins.2022.875828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 08/04/2022] [Indexed: 11/22/2022] Open
Abstract
Naturalistic functional magnetic resonance imaging (fMRI) paradigms, such as movie viewing, are attracting increased attention, given their ability to mimic the real-world cognitive demands on attention and multimodal sensory integration. Moreover, naturalistic paradigms allow for characterizing brain network responses associated with dynamic social cognition in a model-free manner using inter-subject functional connectivity (ISFC). While intra-subject functional connectivity (FC) characterizes the individual’s brain functional architecture, ISFC characterizes the neural coupling driven by time-locked extrinsic dynamic stimuli across individuals. Here, we hypothesized that ISFC and FC provide distinct and complementary information about individual differences in social cognition. To test this hypothesis, we examined a public movie-viewing fMRI dataset with 32 healthy adults and 90 typically developing children. Building three partial least squares regression (PLS) models to predict social abilities using FC and/or ISFC, we compared predictive performance to determine whether combining two connectivity measures could improve the prediction accuracy of individuals’ social-cognitive abilities measured by a Theory of Mind (ToM) assessment. Our results indicated that the joint model (ISFC + FC) yielded the highest predictive accuracy and significantly predicted individuals’ social cognitive abilities (rho = 0.34, p < 0.001). We also confirmed that the improved accuracy was not due to the increased feature dimensionality. In conclusion, we demonstrated that intra-/inter-subject connectivity encodes unique information about social abilities, and a joint investigation could help us gain a more complete understanding of the complex processes supporting social cognition.
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25
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Navarro E. What is theory of mind? A psychometric study of theory of mind and intelligence. Cogn Psychol 2022; 136:101495. [PMID: 35751918 DOI: 10.1016/j.cogpsych.2022.101495] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 05/27/2022] [Accepted: 06/07/2022] [Indexed: 11/29/2022]
Abstract
Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack & Woodruff, 1978). Recent research suggests that tasks designed to measure ToM do not adequately capture a single ToM ability (Warnell & Redcay, 2019; Quesque & Rossetti, 2020) and, instead, might be related to tasks of general cognitive ability (Coyle, Elpers, Gonzalez, Freeman, & Baggio, 2018). This hinders the interpretation of experimental findings and puts into question the validity of the ToM construct. The current study is the first psychometric assessment of the structure of ToM to date. Comparing ToM to crystallized intelligence (Gc) and fluid intelligence (Gf), the study aims to (a) understand whether ToM should be considered a monolithic ability and (b) explore whether tasks of ToM adequately assess ToM, above and beyond general cognitive ability. For this, confirmatory factor analyses (CFAs), exploratory factor analysis (EFA), and exploratory network analysis (NMA) were conducted. The results of the models largely point to the same conclusion: while ToM tasks are not merely assessing cognitive ability, they are not purely assessing a single ToM construct either. Importantly, these findings align with recent theoretical accounts proposing that ToM should not be considered a monolithic construct (Quesque & Rossetti, 2020; Schaafsma, Pfaff, Spunt, & Adolphs, 2015, Devaine, Hollard, & Daunizeau, 2014), and should instead be explored and measured as multiple domains.
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Affiliation(s)
- Ester Navarro
- Center for Applied Brain and Cognitive Sciences, Tufts University, School of Engineering, 177 College Ave, Medford, MA 02155, United States.
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26
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Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101021] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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27
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Weimer AA, Cortez N, Razo N. Does chess-playing relate to theory of mind? An examination of the interrelations among theory of mind, perspective-taking, and empathic concern in chess-players ( ¿El juego de ajedrez tiene relación con la teoría de la mente? Un análisis de las interrelaciones entre la teoría de la mente, la toma de perspectiva, y el interés empático de los jugadores de ajedrez). STUDIES IN PSYCHOLOGY 2022. [DOI: 10.1080/02109395.2022.2058266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Affiliation(s)
- Amy A. Weimer
- School of Family and Consumer Sciences, Texas State University
| | - Noemi Cortez
- Department of Psychological Science, The University of Texas Rio Grande Valley
| | - Nancy Razo
- Department of Human Development and School Services, The University of Texas Rio Grande Valley
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28
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Nah YH, Chen M. Development and Psychometric Properties of a Culturally Adapted Video Version of Strange Stories as a Measure of Advanced Theory of Mind in Youths. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221075981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study described the development of a culturally adapted video version of Strange Stories test as a measure of advanced theory of mind for youths in an Asian country (i.e. Singapore), the Y-ToM, and to provide preliminary psychometric properties. Participants were 170 youths (82 male, 88 female) aged from 13 to 16 years old (M = 14.77, SD = 1.16) in Singapore. The youths completed the Y-ToM, an abbreviated IQ test and the Happé’s Strange Stories in a counterbalanced order while their parents completed the Child Behavior Checklist (CBCL). A two-factor structure consisting of social and physical subscales was suggested. Concurrent, convergent, divergent and diagnostic validity of the Y-ToM was examined. Internal consistency of the Y-ToM social subscale was acceptable though it was not satisfactory for the Y-ToM physical subscale. Inter-rater reliability was good while test-retest reliability was lower.
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Affiliation(s)
- Yong-Hwee Nah
- National Institute of Education, Nanyang Technological University, Singapore
| | - Mo Chen
- National Institute of Education, Nanyang Technological University, Singapore
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29
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MOLDOVAN M, PRODAN N, COMAN AD, VISU-PETRA L. "Deep Dive into the Constructive Mind: Relating Interpretive Diversity Understanding to Anxiety Symptoms and Parental Practices in Middle Childhood". JOURNAL OF EVIDENCE-BASED PSYCHOTHERAPIES 2022. [DOI: 10.24193/jebp.2022.1.4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The relation between the understanding of the mind as being constructive, anxiety, and parental factors is not fully elucidated. Interpretive diversity understanding represents an understanding that people can have a different interpretation of the same situation due to differences in beliefs, attitudes, and knowledge. We aim to bring together two approaches to this concept: the interpretive theory of mind (ToMi), and the constructivist theory of mind (ToMc) and relate them to anxiety symptoms and parental practices during middle childhood (8-12 years). In two studies, we used a restricted view paradigm to assess ToMi, a questionnaire to assess ToMc (the Constructivist Theory of Mind Interview, short written version in Study 1, and extended interview in Study 2) and parental and child reports of parental practices, as well as children’s anxiety symptoms. Results revealed that the two interpretive diversity understanding tasks were positively associated (Study 2). Overall, warm parental practices were positively associated with ToM tasks and a significant predictor for the ToMc interview answers. On the other hand, parental rejection and overprotection were negatively associated with performance on the ToMi task, with the ToMc score and positively with anxiety symptoms. Understanding the relationship between ToM, anxiety, and parental practices is essential for preventing early social and emotional difficulties during middle childhood.
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Osterhaus C, Kristen-Antonow S, Kloo D, Sodian B. Advanced scaling and modeling of children’s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221077334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study ( N = 155; Mage = 4.2; SD = 0.85 months; 68 girls, 87 boys) tests for the scalability of a broader range of ToM tasks, and we model the developmental transition from first-order to advanced ToM in 4- to 6-year-olds. Rasch analyses showed that psychometrically sound and developmentally sequenced scales emerge when measures of morally relevant and second-order false belief, as well as mental verb understanding, metacognition, and recognition of nonliteral speech are included. Individual differences were moderately stable over time, and there were systematic transitions from failure to success in children’s performance, suggesting that conceptual continuity exists between first-order and advanced ToM.
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Development of an Ecologically Valid Assessment for Social Cognition Based on Real Interaction: Preliminary Results. Behav Sci (Basel) 2022; 12:bs12020054. [PMID: 35200305 PMCID: PMC8869373 DOI: 10.3390/bs12020054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 02/13/2022] [Accepted: 02/14/2022] [Indexed: 02/04/2023] Open
Abstract
Many social cognitive assessment measures that are appropriate for clinical use are currently available, but there is a general concern about their ecological validity. This study aimed to develop an applicable real interaction-based test to assess social cognition. A sample of 50 subjects (mean age 22 ± 5.8, 56% women) took the Social Interaction Test as well as two instruments for assessing social cognition: (1) the Movie for Assessment of Social Cognition (MASC) and (2) branch 4 from the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT). The test showed no incidence on its application. The reliability of the 18-item final version of the test was a medium-high level (Cronbach’s alpha = 0.701). To assess the internal structure of the test, a multidimensional scaling procedure was used. The common space of coordinates for the two-dimensional solution showed a normalized raw stress of 0.076 and Tucker’s congruence coefficient of 0.965. The social interaction test showed stronger association with MASC (more realistic, video-based format) than with MSCEIT (less realistic, paper-based format). The Social Interaction Test is applicable and feasible to use it to assess social cognition in the general population.
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Wiseman C, Lawrence AD, Bisson JI, Hotham J, Karl A, Zammit S. Study development and protocol for a cohort study examining the impact of baseline social cognition on response to treatment for people living with post-traumatic stress disorder. Eur J Psychotraumatol 2022; 13:2093036. [PMID: 35849639 PMCID: PMC9278429 DOI: 10.1080/20008198.2022.2093036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
Background: Social cognitive impairments, specifically in facial emotion processing and mental state attribution, are common in post-traumatic stress disorder. However few studies so far have examined whether social cognitive ability impacts on PTSD recovery. Objective: To examine whether baseline social cognitive abilities are associated with treatment outcomes following trauma-focused therapy for PTSD. Method: This is a cohort study that will relate treatment outcomes post-discharge to baseline measures of social cognition (five tasks: Emotion Odd-One-Out Task (Oddity), Reading the Mind in the Eyes Task (RMET), Social Shapes Test (SST), Spontaneous Theory of Mind Protocol (STOMP), and Reflective Functioning Questionnaire (RFQ-8)) in people starting a course of psychological therapy for PTSD (target N = 60). The primary outcome will be pre- to post-treatment change in PTSD symptom severity (assessed using the PTSD Checklist for DSM-5). Secondary outcomes include functional impairment (assessed using the Work and Social Adjustment Scale), drop-out rate, and analyses differentiating participants with DSM-5 PTSD and ICD-11 PTSD and CPTSD. Regression models will be used to examine associations between baseline social cognitive performance and outcome measures while adjusting for potential confounders. Two pilot studies informed the development of our study protocol. The first involved qualitative analysis of interviews with nine participants with lived experience of mental health problems to inform our research questions and study protocol. The second involved trialling social cognitive tasks on 20 non-clinical participants to refine our test battery. Discussion: This study will address a gap in the literature about whether abilities in social cognition in people living with PTSD are associated with treatment-related recovery. HIGHLIGHTS Impairments in social cognition are recognised in people with PTSD.Few studies have examined whether social cognitive ability is associated with recovery from PTSD.We present a study protocol, developed after pilot testing, to address this question.
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Affiliation(s)
- Chantelle Wiseman
- Department of Population Health Sciences, Oakfield House, University of Bristol, Bristol, UK
| | - Andrew D Lawrence
- Cardiff University Brain Research Imaging Centre (CUBRIC), School of Psychology, Cardiff University, Cardiff, UK
| | - Jonathan I Bisson
- Division of Psychological Medicine and Clinical Neuroscience, Cardiff University, Cardiff, UK
| | - James Hotham
- Avon and Wiltshire Partnership Trust, Bristol, UK
| | - Anke Karl
- Clinical Psychology and Affective Neuroscience, College of Life and Environmental Sciences (CLES), Psychology, Washington Singer Laboratories, University of Exeter, Exeter, UK
| | - Stan Zammit
- Department of Population Health Sciences, Oakfield House, University of Bristol, Bristol, UK.,Division of Psychological Medicine and Clinical Neuroscience, Cardiff University, Cardiff, UK
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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.
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Eekhof LS, van Krieken K, Sanders J, Willems RM. Reading Minds, Reading Stories: Social-Cognitive Abilities Affect the Linguistic Processing of Narrative Viewpoint. Front Psychol 2021; 12:698986. [PMID: 34650471 PMCID: PMC8510643 DOI: 10.3389/fpsyg.2021.698986] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 08/27/2021] [Indexed: 11/13/2022] Open
Abstract
Although various studies have shown that narrative reading draws on social-cognitive abilities, not much is known about the precise aspects of narrative processing that engage these abilities. We hypothesized that the linguistic processing of narrative viewpoint—expressed by elements that provide access to the inner world of characters—might play an important role in engaging social-cognitive abilities. Using eye tracking, we studied the effect of lexical markers of perceptual, cognitive, and emotional viewpoint on eye movements during reading of a 5,000-word narrative. Next, we investigated how this relationship was modulated by individual differences in social-cognitive abilities. Our results show diverging patterns of eye movements for perceptual viewpoint markers on the one hand, and cognitive and emotional viewpoint markers on the other. Whereas the former are processed relatively fast compared to non-viewpoint markers, the latter are processed relatively slow. Moreover, we found that social-cognitive abilities impacted the processing of words in general, and of perceptual and cognitive viewpoint markers in particular, such that both perspective-taking abilities and self-reported perspective-taking traits facilitated the processing of these markers. All in all, our study extends earlier findings that social cognition is of importance for story reading, showing that individual differences in social-cognitive abilities are related to the linguistic processing of narrative viewpoint.
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Affiliation(s)
- Lynn S Eekhof
- Centre for Language Studies, Radboud University, Nijmegen, Netherlands
| | - Kobie van Krieken
- Centre for Language Studies, Radboud University, Nijmegen, Netherlands
| | - José Sanders
- Centre for Language Studies, Radboud University, Nijmegen, Netherlands
| | - Roel M Willems
- Centre for Language Studies, Radboud University, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition, and Behaviour, Radboud University, Nijmegen, Netherlands.,Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
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Measuring advanced theory of mind: Do story-based tasks work? J Adolesc 2021; 93:28-39. [PMID: 34653852 DOI: 10.1016/j.adolescence.2021.10.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 08/09/2021] [Accepted: 10/04/2021] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Although much is known about theory of mind (ToM) development during childhood, data on how these skills develop in adolescence is scarce. This cavity is due in part to the limited knowledge about measures of advanced theory of mind. METHODS The study examined the relation among six common story-based tasks designed to measure advanced ToM in two age groups of Polish adolescents: early (13-year-olds; 78 girls) and late (16-year-olds; 143 girls) adolescents. RESULTS Factor models for individual tasks were constructed, followed by an examination of the underlying structure that explained the variability of factor scores. Only in half of the tasks, the results revealed an age-related increase in advanced ToM. Contrary to expectation, results showed a lack of correlations among story-based advanced ToM tasks in the two adolescent groups. CONCLUSIONS The results suggest a lack of coherence among advanced story-based ToM tasks and the need for further development of reliable and valid advanced ToM measures which are sensitive enough to show increasingly complex social reasoning abilities in adolescence.
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Brick C, Hood B, Ekroll V, de-Wit L. Illusory Essences: A Bias Holding Back Theorizing in Psychological Science. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 17:491-506. [PMID: 34283676 PMCID: PMC8902028 DOI: 10.1177/1745691621991838] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The reliance in psychology on verbal definitions means that psychological research is unusually moored to how humans think and communicate about categories. Psychological concepts (e.g., intelligence, attention) are easily assumed to represent objective, definable categories with an underlying essence. Like the “vital forces” previously thought to animate life, these assumed essences can create an illusion of understanding. By synthesizing a wide range of research lines from cognitive, clinical, and biological psychology and neuroscience, we describe a pervasive tendency across psychological science to assume that essences explain phenomena. Labeling a complex phenomenon can appear as theoretical progress before there is sufficient evidence that the described category has a definable essence or known boundary conditions. Category labels can further undermine progress by masking contingent and contextual relationships and obscuring the need to specify mechanisms. Finally, we highlight examples of promising methods that circumvent the lure of essences and suggest four concrete strategies for identifying and avoiding essentialist intuitions in theory development.
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Affiliation(s)
- C Brick
- Department of Psychology, University of Amsterdam.,Department of Psychology, University of Cambridge
| | - B Hood
- School of Psychological Science, University of Bristol
| | - V Ekroll
- Department of Psychosocial Science, University of Bergen
| | - L de-Wit
- Department of Psychology, University of Cambridge
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Osterhaus C, Koerber S. The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years. Child Dev 2021; 92:1872-1888. [PMID: 34223634 DOI: 10.1111/cdev.13627] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6 years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children's age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.
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Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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39
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Pluymen P, Pequet A, Thomas H, Warnell KR. Capturing individual differences in social motivation using a novel interactive task. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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40
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Smogorzewska J, Osterhaus C. Advanced theory of mind in children with mild intellectual disability and deaf or hard of hearing children: A two-year longitudinal study in middle childhood. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2021; 39:603-624. [PMID: 34117656 DOI: 10.1111/bjdp.12389] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 05/18/2021] [Indexed: 12/27/2022]
Abstract
The present study investigates the development of advanced theory of mind (AToM) among typically developing (TD) children, children with mild intellectual disability (MID), and deaf or hard of hearing (DHH) children. The 2-year longitudinal study comprised three waves and included a large sample of children from Poland in middle childhood aged around 7.5-9.5 years (N = 779; M = 7.7, SD = 0.92 at wave 1). The analysis of children's understanding of second-order false belief and the Faux-Pas Recognition Test showed that TD children outperformed children with MID and DHH children on both measures. At 7.5 years, almost 60% of the TD children correctly solved the second-order false belief task; correct performance at 7.5 years in children with MID and DHH children was 27 and 38% respectively. Two years later, correct performance rose to 80% (TD children), 45% (children with MID), and 63% (DHH children). Despite these differences, the speed of AToM development did not differ across the groups. The development of faux-pas recognition followed a non-linear pattern, with TD children showing no further significant development after mid-elementary school. Our findings show differences in AToM development between TD children, children with MID, and DHH children, and they suggest that children's development of AToM may follow different developmental pathways, depending on the aspect of AToM under study.
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Bigelow FJ, Clark GM, Lum JAG, Enticott PG. The mediating effect of language on the development of cognitive and affective theory of mind. J Exp Child Psychol 2021; 209:105158. [PMID: 33971552 DOI: 10.1016/j.jecp.2021.105158] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 02/18/2021] [Accepted: 03/13/2021] [Indexed: 11/29/2022]
Abstract
Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of both cognitive and affective ToM. A total of 151 children aged 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their children's empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.
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Affiliation(s)
- Felicity J Bigelow
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia.
| | - Gillian M Clark
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia
| | - Jarrad A G Lum
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia
| | - Peter G Enticott
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia
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Williams GL, Wharton T, Jagoe C. Mutual (Mis)understanding: Reframing Autistic Pragmatic "Impairments" Using Relevance Theory. Front Psychol 2021; 12:616664. [PMID: 33995177 PMCID: PMC8117104 DOI: 10.3389/fpsyg.2021.616664] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 03/22/2021] [Indexed: 11/30/2022] Open
Abstract
A central diagnostic and anecdotal feature of autism is difficulty with social communication. We take the position that communication is a two-way, intersubjective phenomenon-as described by the double empathy problem-and offer up relevance theory (a cognitive account of utterance interpretation) as a means of explaining such communication difficulties. Based on a set of proposed heuristics for successful and rapid interpretation of intended meaning, relevance theory positions communication as contingent on shared-and, importantly, mutually recognized-"relevance." Given that autistic and non-autistic people may have sometimes markedly different embodied experiences of the world, we argue that what is most salient to each interlocutor may be mismatched. Relevance theory would predict that where this salient information is not (mutually) recognized or adjusted for, mutual understanding may be more effortful to achieve. This paper presents the findings from a small-scale, linguistic ethnographic study of autistic communication featuring eight core autistic participants. Each core autistic participant engaged in three naturalistic conversations around the topic of loneliness with: (1) a familiar, chosen conversation partner; (2) a non-autistic stranger and (3) an autistic stranger. Relevance theory is utilized as a frame for the linguistic analysis of the interactions. Mutual understanding was unexpectedly high across all types of conversation pairings. In conversations involving two autistic participants, flow, rapport and intersubjective attunement were significantly increased and in three instances, autistic interlocutors appeared to experience improvements in their individual communicative competence contrasted with their other conversations. The findings have the potential to guide future thinking about how, in practical terms, communication between autistic and non-autistic people in both personal and public settings might be improved.
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Affiliation(s)
- Gemma L. Williams
- School of Humanities, University of Brighton, Brighton, United Kingdom
| | - Tim Wharton
- School of Humanities, University of Brighton, Brighton, United Kingdom
| | - Caroline Jagoe
- School of Linguistic, Speech and Communication Sciences, Trinity College Dublin, University of Dublin, Dublin, Ireland
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Alkire D, Warnell KR, Kirby LA, Moraczewski D, Redcay E. Explaining Variance in Social Symptoms of Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:1249-1265. [PMID: 32676827 PMCID: PMC7854817 DOI: 10.1007/s10803-020-04598-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
The social symptoms of autism spectrum disorder are likely influenced by multiple psychological processes, yet most previous studies have focused on a single social domain. In school-aged autistic children (n = 49), we compared the amount of variance in social symptoms uniquely explained by theory of mind (ToM), biological motion perception, empathy, social reward, and social anxiety. Parent-reported emotional contagion-the aspect of empathy in which one shares another's emotion-emerged as the most important predictor, explaining 11-14% of the variance in social symptoms, with higher levels of emotional contagion predicting lower social symptom severity. Our findings highlight the role of mutual emotional experiences in social-interactive success, as well as the limitations of standard measures of ToM and social processing in general.
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Affiliation(s)
- Diana Alkire
- Department of Psychology, University of Maryland, College Park, MD, 20742, USA.
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, 20742, USA.
| | - Katherine Rice Warnell
- Department of Psychology, University of Maryland, College Park, MD, 20742, USA
- Department of Psychology, Texas State University, San Marcos, TX, 78666, USA
| | - Laura Anderson Kirby
- Department of Psychology, University of Maryland, College Park, MD, 20742, USA
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, 06519, USA
| | - Dustin Moraczewski
- Department of Psychology, University of Maryland, College Park, MD, 20742, USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, 20742, USA
- Computation and Mathematics for Biological Networks, University of Maryland, College Park, MD, 20742, USA
- Data Science and Sharing Team, National Institute of Mental Health, Bethesda, MD, 20892, USA
| | - Elizabeth Redcay
- Department of Psychology, University of Maryland, College Park, MD, 20742, USA
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, 20742, USA
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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]
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45
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Navarro E, Goring SA, Conway ARA. The Relationship between Theory of Mind and Intelligence: A Formative g Approach. J Intell 2021; 9:jintelligence9010011. [PMID: 33669504 PMCID: PMC7930964 DOI: 10.3390/jintelligence9010011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 01/07/2021] [Accepted: 02/05/2021] [Indexed: 12/11/2022] Open
Abstract
Theory of Mind (ToM) is the ability understand that other people’s mental states may be different from one’s own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al. 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative g to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each g variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general ability.
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Bitsch F, Berger P, Nagels A, Falkenberg I, Straube B. Characterizing the theory of mind network in schizophrenia reveals a sparser network structure. Schizophr Res 2021; 228:581-589. [PMID: 33229225 DOI: 10.1016/j.schres.2020.11.026] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 07/06/2020] [Accepted: 11/16/2020] [Indexed: 01/08/2023]
Abstract
Impaired social functioning is a hallmark of schizophrenia and altered functional integration between distant brain regions are expected to account for signs and symptoms of the disorder. The functional neuroarchitecture of a network relevant for social functioning, the mentalizing network, is however poorly understood. In this study we examined dysfunctions of the mentalizing network in patients with schizophrenia compared to healthy controls via dynamic causal modelling and an interactive social decision-making game. Network characteristics were analyzed on a single subject basis whereas graph theoretic metrics such as in-degree, out-degree and edge-connectivity per network node were compared between the groups. The results point to a sparser network structure in patients with schizophrenia and highlight the dorsomedial prefrontal cortex as a disconnected network hub receiving significantly less input from other brain regions in the network. Further analyses suggest that integrating pathways from the right and the left temporo-parietal junction into the dorsomedial prefrontal cortex were less frequently found in patients with schizophrenia. Brain and behavior analyses further suggest that the connectivity-intactness within the entire network is associated with functional interpersonal behavior during the task. Thus, the neurobiological alterations within the mentalizing network in patients with schizophrenia point to a specific integration deficit between core brain regions underlying the generation of higher-order representations and thereby provide a potential treatment target.
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Affiliation(s)
- Florian Bitsch
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann Str. 8, 35039 Marburg, Germany.
| | - Philipp Berger
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann Str. 8, 35039 Marburg, Germany
| | - Arne Nagels
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann Str. 8, 35039 Marburg, Germany; Department of English and Linguistics, Johannes Gutenberg-University Mainz, Jakob-Welder-Weg 18, 55128 Mainz, Germany
| | - Irina Falkenberg
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann Str. 8, 35039 Marburg, Germany
| | - Benjamin Straube
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, Rudolf-Bultmann Str. 8, 35039 Marburg, Germany
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Paul S, Arora A, Midha R, Vu D, Roy PK, Belmonte MK. Autistic traits and individual brain differences: functional network efficiency reflects attentional and social impairments, structural nodal efficiencies index systemising and theory-of-mind skills. Mol Autism 2021; 12:3. [PMID: 33478557 PMCID: PMC7818759 DOI: 10.1186/s13229-020-00377-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2019] [Accepted: 09/02/2020] [Indexed: 12/19/2022] Open
Abstract
BACKGROUND Autism is characterised not only by impaired social cognitive 'empathising' but also by superior rule-based 'systemising'. These cognitive domains intertwine within the categorical diagnosis of autism, yet behavioural genetics suggest largely independent heritability, and separable brain mechanisms. We sought to determine whether quantitative behavioural measures of autistic traits are dimensionally associated with structural and functional brain network integrity, and whether brain bases of autistic traits vary independently across individuals. METHODS Thirty right-handed neurotypical adults (12 females) were administered psychometric (Social Responsiveness Scale, Autism Spectrum Quotient and Systemising Quotient) and behavioural (Attention Network Test and theory-of-mind reaction time) measures of autistic traits, and structurally (diffusion tensor imaging) and functionally (500 s of 2 Hz eyes-closed resting fMRI) derived graph-theoretic measures of efficiency of information integration were computed throughout the brain and within subregions. RESULTS Social impairment was positively associated with functional efficiency (r = .47, p = .006), globally and within temporo-parietal and prefrontal cortices. Delayed orienting of attention likewise was associated with greater functional efficiency (r = - .46, p = .0133). Systemising was positively associated with global structural efficiency (r = .38, p = 0.018), driven specifically by temporal pole; theory-of-mind reaction time was related to structural efficiency (r = - .40, p = 0.0153) within right supramarginal gyrus. LIMITATIONS Interpretation of these relationships is complicated by the many senses of the term 'connectivity', including functional, structural and computational; by the approximation inherent in group functional anatomical parcellations when confronted with individual variation in functional anatomy; and by the validity, sensitivity and specificity of the several survey and experimental behavioural measures applied as correlates of brain structure and function. CONCLUSIONS Functional connectivities highlight distributed networks associated with domain-general properties such as attentional orienting and social cognition broadly, associating more impaired behaviour with more efficient brain networks that may reflect heightened feedforward information flow subserving autistic strengths and deficits alike. Structural connectivity results highlight specific anatomical nodes of convergence, reflecting cognitive and neuroanatomical independence of systemising and theory-of-mind. In addition, this work shows that individual differences in theory-of-mind related to brain structure can be measured behaviourally, and offers neuroanatomical evidence to pin down the slippery construct of 'systemising' as the capacity to construct invariant contextual associations.
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Affiliation(s)
- Subhadip Paul
- MIND Research Network, 1101 Yale Blvd NE, Albuquerque, NM, 87106, USA.,National Brain Research Centre, NH-8, Nainwal Mode, Manesar, 122051, India
| | - Aditi Arora
- National Brain Research Centre, NH-8, Nainwal Mode, Manesar, 122051, India.,Centre for Cognitive Neuroscience, Universität Salzburg, Kapitelgasse 4-6, 5020, Salzburg, Austria
| | - Rashi Midha
- National Brain Research Centre, NH-8, Nainwal Mode, Manesar, 122051, India.,National Institute of Mental Health and Neuro Sciences, Hosur Road, Bangalore, 560029, India
| | - Dinh Vu
- Department of Psychology, University of Oslo, Harald Schjelderups hus, Forskningsveien 3A, 0373, Oslo, Norway.,Department of Psychology, Chaucer Bldg., Nottingham Trent University, Shakespeare Street, Nottingham, NG1 4FQ, UK
| | - Prasun K Roy
- National Brain Research Centre, NH-8, Nainwal Mode, Manesar, 122051, India.,School of Biomedical Engineering, Indian Institute of Technology (Banaras Hindu University), Varanasi, 221005, India
| | - Matthew K Belmonte
- National Brain Research Centre, NH-8, Nainwal Mode, Manesar, 122051, India. .,Department of Psychology, Chaucer Bldg., Nottingham Trent University, Shakespeare Street, Nottingham, NG1 4FQ, UK. .,The Com DEALL Trust, 224, 6th 'A' Main Road, near Specialist Hospital, 2nd Block, HRBR Layout, Bangalore, 560043, India.
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Rosso AM, Riolfo A. A Further Look at Reading the Mind in the Eyes-Child Version: Association With Fluid Intelligence, Receptive Language, and Intergenerational Transmission in Typically Developing School-Aged Children. Front Psychol 2020; 11:586065. [PMID: 33365000 PMCID: PMC7750633 DOI: 10.3389/fpsyg.2020.586065] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 11/16/2020] [Indexed: 12/19/2022] Open
Abstract
A number of tasks have been developed to measure the affective theory of mind (ToM), nevertheless, recent studies found that different affective ToM tasks do not correlate with each other, suggesting that further studies on affective ToM and its measurement are needed. More in-depth knowledge of the tools that are available to assess affective ToM is needed to decide which should be used in research and in clinical practice, and how to interpret results. The current study focuses on the Reading the Mind in the Eyes Test (RMET) primarily to investigate in a sample of 112 children the currently unexplored relationships in middle childhood between performance on the RMET and fluid intelligence. Relationships with receptive vocabulary, age, and sex were also investigated. Moreover, because studying the family's influence on children mentalization could have important implications in developing prevention and treatment interventions, this study offers a novel contribution to the field by exploring the family's influence on children's RMET performance. Although significant positive correlations were found among RMET-C performance, fluid intelligence, and receptive language, regression analysis revealed that fluid intelligence was the only predictor. No family influence was found on children's RMET performance. On the whole, results from the current study offer some support to the hypothesis that RMET-C is not a “pure” ToM task, specifically the effect of fluid intelligence on RMET performance should be taken into account when RMET is used both in research and in the clinical setting.
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Affiliation(s)
| | - Arianna Riolfo
- Department of Education, University of Genoa, Genoa, Italy
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Flake JK, Fried EI. Measurement Schmeasurement: Questionable Measurement Practices and How to Avoid Them. ADVANCES IN METHODS AND PRACTICES IN PSYCHOLOGICAL SCIENCE 2020. [DOI: 10.1177/2515245920952393] [Citation(s) in RCA: 120] [Impact Index Per Article: 30.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
In this article, we define questionable measurement practices (QMPs) as decisions researchers make that raise doubts about the validity of the measures, and ultimately the validity of study conclusions. Doubts arise for a host of reasons, including a lack of transparency, ignorance, negligence, or misrepresentation of the evidence. We describe the scope of the problem and focus on how transparency is a part of the solution. A lack of measurement transparency makes it impossible to evaluate potential threats to internal, external, statistical-conclusion, and construct validity. We demonstrate that psychology is plagued by a measurement schmeasurement attitude: QMPs are common, hide a stunning source of researcher degrees of freedom, and pose a serious threat to cumulative psychological science, but are largely ignored. We address these challenges by providing a set of questions that researchers and consumers of scientific research can consider to identify and avoid QMPs. Transparent answers to these measurement questions promote rigorous research, allow for thorough evaluations of a study’s inferences, and are necessary for meaningful replication studies.
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Affiliation(s)
- Jessica Kay Flake
- Quantitative Psychology & Modelling, Department of Psychology, McGill University
| | - Eiko I. Fried
- Department of Clinical Psychology, Leiden University
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Osterhaus C, Koerber S. Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1820861] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
| | - Susanne Koerber
- Institute of Psychology, Freiburg University of Education, Freiburg, Germany
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