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Nakamichi K, Nakamichi N, Nakazawa J. Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study. Psychol Rep 2024; 127:1336-1354. [PMID: 36250541 DOI: 10.1177/00332941221133010] [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] [Indexed: 02/18/2024]
Abstract
This longitudinal study investigated the roles of elementary schoolers' executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 (M = 90.19 months) and grade 3 (M = 114.34 months). Moreover, academic achievements of same children tested in grade 5 (M = 137.92 months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers' EF on academic achievement in Japan.
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Bozkurt A, Ayık Z. The Relationship between Giftedness and Sex and Children's Theory of Mind Skills and Social Behavior. CHILDREN (BASEL, SWITZERLAND) 2024; 11:253. [PMID: 38397365 PMCID: PMC10888180 DOI: 10.3390/children11020253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 02/04/2024] [Accepted: 02/08/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Theory of mind (ToM), the ability to recognize the mental states and emotions of others, is central to effective social relationships. Measuring higher-order ToM skills in gifted children may be a useful way to identify the tendency to experience difficulties in social behavior. The aim of this study was to investigate the relationship between intelligence and sex in children using ToM and social behavior measures. METHODS Children aged 10-12 years constituted both the gifted (n = 45) and non-gifted (n = 45) groups. The participants were assessed for prosocial behaviors and peer problems using the subscales of the Strength and Difficulties Questionnaire and in terms of ToM using the Reading the Mind in the Eyes Test-Child Version (RMET-C) and the Faux Pas Recognition Test-Child Version (FPRT-C). RESULTS ToM test results were higher in gifted children and girls. Peer problems were lower in gifted children. Prosocial behavior was higher in girls. No relationship was determined between ToM tests and peer problems or prosocial behavior in gifted children, but such a relationship was observed in the non-gifted group. CONCLUSIONS This study shows that gifted children with high cognitive skills also possess superior social cognition skills. Advanced ToM skills in gifted children may be important to supporting their social and cognitive development. The differences between boys and girls should be considered in educational interventions applied to children in the social sphere.
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Affiliation(s)
- Abdullah Bozkurt
- Department of Child and Adolescent Psychiatry, Ataturk University, Erzurum 25240, Turkey
| | - Zekai Ayık
- Department of Special Education, Harran University, Şanlıurfa 63290, Turkey;
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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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Lee J, Choi KH. Mother-Child Social Cognition Among Multicultural Families in South Korea. Front Psychiatry 2022; 13:883212. [PMID: 35845467 PMCID: PMC9277018 DOI: 10.3389/fpsyt.2022.883212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 06/06/2022] [Indexed: 11/30/2022] Open
Abstract
Objective Despite the rapidly growing number of multicultural families in South Korea, factors influencing parenting and mother-child interactions have not been well-understood. To our knowledge, the present study is the first to have examined how maternal social-cognitive capacity is associated with children's social cognition (e.g., theory of mind and emotion recognition) among multicultural families dwelling in South Korea. Methods Forty-seven multicultural mother-child dyads were recruited. The comprehensive measures on social cognition were administered to both the mothers and children, and social functioning and emotion regulation were administered to the children. Results A series of hierarchical regressions indicated that mothers' social cognition significantly explained children's ability to recognize static and dynamic emotional expressions, accounting for 27 and 34% of the variance, respectively. Furthermore, mothers' social cognition was significantly correlated to children's social functioning and emotion regulation. However, mothers' social cognition and children's theory of mind were non-significantly related. Discussion The current study examined the effects of social cognition of immigrant mothers on their children's socio-emotional development. As the findings indicated an important role of maternal factors (i.e., social cognition) for children's social cognition and their functions, psycho-social approaches (e.g., social cognition parenting education and training) should be incorporated in services for multicultural families.
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Affiliation(s)
| | - Kee-Hong Choi
- School of Psychology, Korea University, Seoul, South Korea
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Draperi M, Aïte A, Cassotti M, Le Stanc L, Houdé O, Borst G. Development of cool and hot theory of mind and cool and hot inhibitory control abilities from 3.5 to 6.5 years of age. PLoS One 2022; 17:e0262251. [PMID: 35085269 PMCID: PMC8794116 DOI: 10.1371/journal.pone.0262251] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 12/21/2021] [Indexed: 11/18/2022] Open
Abstract
Attributing affectively neutral mental states such as thoughts (i.e., cool theory of mind, cool ToM) to others appears to be rooted in different processes than the ones involved in attributing affectively charged mental states such as emotions (i.e., hot ToM) to others. However, no study has investigated the developmental pattern of hot and cool ToM abilities using a similar task and the relative contribution of cool and hot inhibitory control (IC) to cool and hot ToM development. To do so, we tested 112 children aged 3.5 to 6.5 years on a cool and a hot version of a ToM task and on a cool and hot version of an IC task. We found that hot ToM abilities developed more rapidly than cool ToM. Importantly, we found that hot IC abilities mediated the relation between age and hot ToM abilities. Taken together, our results suggest that the ability to attribute emotions to others develops more rapidly than the ability to attribute thoughts and that the growing efficiency of hot ToM with age is specifically rooted in the growing efficiency of hot IC abilities.
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Affiliation(s)
| | - Ania Aïte
- LaPsyDÉ, Université de Paris, CNRS, Paris, France
- * E-mail:
| | - Mathieu Cassotti
- LaPsyDÉ, Université de Paris, CNRS, Paris, France
- Institut Universitaire de France, Paris, France
| | | | - Olivier Houdé
- LaPsyDÉ, Université de Paris, CNRS, Paris, France
- Institut Universitaire de France, Paris, France
| | - Grégoire Borst
- LaPsyDÉ, Université de Paris, CNRS, Paris, France
- Institut Universitaire de France, Paris, France
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6
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Del Sette P, Ronchi L, Bambini V, Lecce S. Longitudinal associations between metaphor understanding and peer relationships in middle childhood. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2232] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Paola Del Sette
- Department of Brain and Behavioural Sciences University of Pavia Pavia Italy
| | - Luca Ronchi
- Department of Brain and Behavioural Sciences University of Pavia Pavia Italy
| | - Valentina Bambini
- Center for Neurocognition, Epistemology and Theoretical Syntax (NEtS) School for Advanced Studies IUSS Pavia Italy
| | - Serena Lecce
- Department of Brain and Behavioural Sciences University of Pavia Pavia Italy
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7
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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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8
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Lecce S, Bianco F, Hughes C. Reading minds and reading texts: Evidence for independent and specific associations. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101010] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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9
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Smogorzewska J, Szumski G, Grygiel P. Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood? PLoS One 2020; 15:e0237524. [PMID: 32797114 PMCID: PMC7428351 DOI: 10.1371/journal.pone.0237524] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Accepted: 07/28/2020] [Indexed: 12/03/2022] Open
Abstract
Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting-classes containing children with disabilities (inclusive) or without such children (general education)-is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.
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Affiliation(s)
| | | | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Cracow, Poland
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10
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Ronchi L, Banerjee R, Lecce S. Theory of mind and peer relationships: The role of social anxiety. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12417] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Luca Ronchi
- Department of Brain and Behavioral Sciences University of Pavia Pavia Italy
| | | | - Serena Lecce
- Department of Brain and Behavioral Sciences University of Pavia Pavia Italy
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11
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Petrocchi S, Filipponi C, Antonietti C, Levante A, Lecciso F. Theory of Mind as a Mediator Between Emotional Trust Beliefs and Interpersonal Communication Competence in a Group of Young Adults. Psychol Rep 2020; 124:555-576. [PMID: 32249665 DOI: 10.1177/0033294120913489] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Research has provided direct and indirect evidence of associations between trust beliefs and social-perceptual theory of mind (ToM) and between social-perceptual ToM and interpersonal communication competence during childhood and adolescence. This research (a) developed a scale for evaluating trust beliefs in young Italian adults (Study 1) and (b) examined how social-perceptual ToM mediates the relationship between emotional trust beliefs and interpersonal communication competences such as assertiveness and empathy (Study 2). In Study 1, a sample of 168 university students (M = 23.3, SD = 3 months) completed the Italian Adults' Generalized Trust Beliefs (AGTB) scale and two second-order false beliefs tasks. In Study 2, 318 Italian university students (M = 22.96 years, SD = 2 months) completed the AGTB scale, the Experiences in Close Relationships-Revised questionnaire, the Reading the Mind in the Eyes Test, and items measuring assertiveness and empathy. As expected, the AGTB scale exhibited acceptable internal consistency, structural validity, and construct validity. Furthermore, path analysis confirmed the existence of the hypothesized paths between adults' emotional trust beliefs, social-perceptual ToM, assertiveness, and empathy. This study also identified the effects of gender on the other variables, but sex did not moderate the relationships between variables.
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Affiliation(s)
- Serena Petrocchi
- Institute of Communication & Health, Università della Svizzera Italiana, Lugano, Switzerland; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy.,Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - C Filipponi
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - C Antonietti
- Institute of Communication & Health, Università della Svizzera Italiana, Lugano, Switzerland.,Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - A Levante
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | - F Lecciso
- Department of History, Society, and Human Studies, University of Salento, Lecce, Italy; Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
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12
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Ziv Y, Arbel R. Association between the Mother's Social Cognition and the Child's Social Functioning in Kindergarten: The Mediating Role of the Child's Social Cognition. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17010358. [PMID: 31948049 PMCID: PMC6981570 DOI: 10.3390/ijerph17010358] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2019] [Revised: 12/31/2019] [Accepted: 01/03/2020] [Indexed: 11/16/2022]
Abstract
Children’s ability to adjust to the social rules and expectations in the educational environment is of major concern to researchers and practitioners alike. Accordingly, the main purpose of the present study was to examine predictors of children’s social functioning in kindergarten with a specific focus on (a) maternal factors and (b) children’s social cognition. Using a multi-method (self-reports and direct assessments), multi-informant (child, mother, teacher) design, we collected data from 301 kindergarten children and their mothers tapping the mother’s social cognition (general and child-related) and parenting style, and children’s social cognition (social information processing) and functioning in kindergarten. We found direct associations between the mother and child’s social cognition, between the mother’s authoritarian parenting style and her child’s less competent social cognition and behavior, and between the child’s social cognition and social functioning. Finally, as hypothesized, we found a number of interesting mediated effects. Most notably, we found that the association between the mother’s social cognition (her tendency to attribute hostile intent to unknown others) and the child’s social cognition (his/her tendency to generate less competent responses) is fully mediated by the mother’s higher levels of authoritarian parenting style. The important theoretical and clinical implications of our findings are discussed.
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Affiliation(s)
- Yair Ziv
- Correspondence: ; Tel.: +972-4-8288349
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13
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Ebert S. Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. J Exp Child Psychol 2019; 191:104739. [PMID: 31830710 DOI: 10.1016/j.jecp.2019.104739] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Revised: 10/25/2019] [Accepted: 10/25/2019] [Indexed: 12/27/2022]
Abstract
This study longitudinally investigated the relation between theory of mind (ToM) and verbal language skills in 231 children from preschool to early adolescence. Further, links to reading comprehension of texts at age 13;7 (years;months) were examined. To assess ToM, children completed false belief tasks at 5;6 and the Strange Stories at 12;8. To assess language, children completed a receptive grammar/sentence comprehension test at 3;6 and 5;6, a receptive vocabulary test at 3;6, 5;6 and 12;8, as well as a test of listening comprehension of texts at 13;7. A bidirectional relation between early and advanced measures of children's language skills and ToM was found: Changes in ToM were predicted by language skills, especially by receptive grammar/sentence comprehension; changes in children's receptive vocabulary were predicted by early ToM. However, early ToM had no direct or indirect effect on later listening comprehension or reading comprehension after controlling for early language skills. Only children's advanced ToM had a small indirect effect on reading comprehension, via listening comprehension. The results are discussed in light of ToM stability over time, and theories on how language and ToM development are intertwined.
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Affiliation(s)
- Susanne Ebert
- University of Bamberg, 96047 Bamberg, Germany; Norwegian University of Science and Technology, 7491 Trondheim, Norway.
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14
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Warnell KR, Redcay E. Minimal coherence among varied theory of mind measures in childhood and adulthood. Cognition 2019; 191:103997. [DOI: 10.1016/j.cognition.2019.06.009] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 06/04/2019] [Accepted: 06/06/2019] [Indexed: 12/22/2022]
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15
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Paine AL, Hashmi S, Roberts S, Fyfield R, Hay DF. Concurrent associations between mothers' references to internal states and children's social understanding in middle childhood. SOCIAL DEVELOPMENT 2019; 28:529-548. [PMID: 32025110 PMCID: PMC6988506 DOI: 10.1111/sode.12356] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Revised: 12/11/2018] [Accepted: 12/12/2018] [Indexed: 11/28/2022]
Abstract
Although it is well established that features of maternal speech are associated with children's social understanding in the preschool years, few studies explore this relationship in middle childhood. Within the context of a prospective longitudinal study of a representative community sample of families (subsample n = 207, mean age = 82.88 months), we investigated concurrent associations between mothers' internal state language and aspects of 7-year-olds' social understanding, including children's understanding of belief and spontaneous references to internal states during free play. When sociodemographic, maternal, and child characteristics were controlled, mothers' references to their own cognitions were associated with dimensions of children's social understanding. Our findings suggest that exposure to others' perspectives contributes to children's advanced understanding of minds, which has implications for interventions that foster social understanding.
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Affiliation(s)
- Amy L. Paine
- School of PsychologyCardiff UniversityCardiffUnited Kingdom
| | - Salim Hashmi
- School of PsychologyCardiff UniversityCardiffUnited Kingdom
| | - Siwan Roberts
- Child and Adolescent Mental Health Service (CAMHS)Bangor UniversityBangorUnited Kingdom
| | | | - Dale F. Hay
- School of PsychologyCardiff UniversityCardiffUnited Kingdom
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Gönültaş S, Selçuk B, Slaughter V, Hunter JA, Ruffman T. The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target? Child Dev 2019; 91:e280-e298. [PMID: 30698277 DOI: 10.1111/cdev.13223] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading.
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Şahin B, Karabekiroğlu K, Bozkurt A, Usta MB, Aydın M, Çobanoğlu C. The Relationship of Clinical Symptoms with Social Cognition in Children Diagnosed with Attention Deficit Hyperactivity Disorder, Specific Learning Disorder or Autism Spectrum Disorder. Psychiatry Investig 2018; 15:1144-1153. [PMID: 30518170 PMCID: PMC6318495 DOI: 10.30773/pi.2018.10.01] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Accepted: 10/01/2018] [Indexed: 12/27/2022] Open
Abstract
OBJECTIVE One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). METHODS In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and secondorder false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. RESULTS We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. CONCLUSION Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.
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Affiliation(s)
- Berkan Şahin
- Department of Child and Adolescent Psychiatry, Iğdır State Hospital, Iğdır, Turkey
| | - Koray Karabekiroğlu
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
| | - Abdullah Bozkurt
- Department of Child and Adolescent Psychiatry, Konya Training And Research Hospital, Konya, Turkey
| | - Miraç BarıŞ Usta
- Department of Child and Adolescent Psychiatry, Samsun Training And Research Hospital, Samsun, Turkey
| | - Muazzez Aydın
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
| | - Cansu Çobanoğlu
- Department of Child and Adolescent Psychiatry, Ondokuz Mayıs University Faculty of Medicine, Samsun, Turkey
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Smogorzewska J, Szumski G, Grygiel P. Same or different? Theory of mind among children with and without disabilities. PLoS One 2018; 13:e0202553. [PMID: 30273356 PMCID: PMC6166932 DOI: 10.1371/journal.pone.0202553] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2017] [Accepted: 08/05/2018] [Indexed: 11/19/2022] Open
Abstract
Assessing theory of mind (ToM) with reliable and valid measures is important, as ToM plays a significant role in children’s social and cognitive functioning. With this in mind, a thorough analysis of the Theory of Mind scale and the Faux Pas Recognition Test was conducted. Over 750 school-age (M age = 7.7) children with disabilities (mild intellectual disability, hearing impairment) and without disabilities took part in our study. The psychometric properties of measures in these groups of children were checked, using confirmatory item factor analysis, reliability, and validity analyses. Thanks to groups’ invariance it was possible to compare mean results of children in the groups. Both measures showed well-fitted models with acceptable goodness of fit as well as scalar and strict invariance. An IRT analysis showed significant differences in the difficulty of the tasks in all groups, but the same order of passing tasks in comparison to other studies, conducted in Western countries, has been observed. Our results showed that the tasks were the easiest for children without disabilities, and most difficult for children with mild intellectual disability. We obtained significant and positive correlations between ToM and social skills and language abilities. The findings are discussed in relation to results from other studies in the field.
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Affiliation(s)
| | | | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Institute of Pedagogy, Cracow, Poland
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19
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Lecce S, Bianco F. Working memory predicts changes in children’s theory of mind during middle childhood: A training study. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.04.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Peterson CC, Wellman HM. Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children. Child Dev 2018; 90:e654-e674. [DOI: 10.1111/cdev.13092] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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21
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Peterson CC, Wellman HM. Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay. Child Dev 2018; 90:1917-1934. [DOI: 10.1111/cdev.13064] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Lara KH, Lagattuta KH, Kramer HJ. Is There a Downside to Anticipating the Upside? Children's and Adults' Reasoning About How Prior Expectations Shape Future Emotions. Child Dev 2017; 90:1170-1184. [PMID: 29171005 DOI: 10.1111/cdev.12994] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Four- to 10-year-olds and adults (N = 205) responded to vignettes involving three individuals with different expectations (high, low, and no) for a future event. Participants judged characters' pre-outcome emotions, as well as predicted and explained their feelings following three events (positive, attenuated, and negative). Although adults rated high-expectation characters more negatively than low-expectation characters after all outcomes, children shared this intuition starting at 6-7 years for negative outcomes, 8-10 years for attenuated, and never for positive. Comparison to baseline (no expectation) indicated that understanding the costs of high expectations emerges first and remains more robust across age than recognition that low expectations carry benefits. Explanation analyses further clarified this developing awareness about the relation between thoughts and emotions over time.
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Lecce S, Bianco F, Devine RT, Hughes C. Relations between theory of mind and executive function in middle childhood: A short-term longitudinal study. J Exp Child Psychol 2017; 163:69-86. [DOI: 10.1016/j.jecp.2017.06.011] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2016] [Revised: 06/23/2017] [Accepted: 06/23/2017] [Indexed: 10/19/2022]
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Paine AL, Pearce H, van Goozen SHM, de Sonneville LMJ, Hay DF. Late, but not early, arriving younger siblings foster firstborns' understanding of second-order false belief. J Exp Child Psychol 2017; 166:251-265. [PMID: 28946045 PMCID: PMC5714618 DOI: 10.1016/j.jecp.2017.08.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Revised: 07/28/2017] [Accepted: 08/15/2017] [Indexed: 12/25/2022]
Abstract
Few studies have examined the influence of siblings on theory of mind in middle childhood. A second-order false belief task enacted with Playmobil® figures was given to 229 7-year-olds. Children with younger siblings outperformed those without. However, children with early arriving younger siblings did not have the same advantage. These findings demonstrate younger siblings can foster theory of mind beyond the preschool years.
This study examined the influence of younger siblings on children’s understanding of second-order false belief. In a representative community sample of firstborn children (N = 229) with a mean age of 7 years (SD = 4.58), false belief was assessed during a home visit using an adaptation of a well-established second-order false belief narrative enacted with Playmobil figures. Children’s responses were coded to establish performance on second-order false belief questions. When controlling for verbal IQ and age, the existence of a younger sibling predicted a twofold advantage in children’s second-order false belief performance, yet this was the case only for firstborns who experienced the arrival of a sibling after their second birthday. These findings provide a foundation for future research on family influences on social cognition.
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Affiliation(s)
| | | | | | | | - Dale F Hay
- Cardiff University, Cardiff CF10 3AT, UK.
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Kuntoro IA, Peterson CC, Slaughter V. Culture, Parenting, and Children’s Theory of Mind Development in Indonesia. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2017. [DOI: 10.1177/0022022117725404] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Bianco F, Lecce S. Translating child development research into practice: Can teachers foster children's theory of mind in primary school? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:592-605. [PMID: 27520073 DOI: 10.1111/bjep.12125] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2016] [Revised: 07/07/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. AIMS This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers. SAMPLE Seventy-two 8- to 9-year-old children took part in the study. A total of four classes were recruited and randomly assigned to the experimental (34 children, 18 boys) or to the control condition (38 children, 18 boys). METHODS The ToM group and the control group were matched at pre-test for age, ToM, socio-economic background, verbal ability, working memory, and planning. Teachers were trained in four teacher-training sessions; the classroom-training programme was delivered by teachers in four sessions (each 50 min long). Children were assessed before the intervention, after the end of the programme, and 2 months later. RESULTS The ToM group improved ToM skills significantly more than the control group both in the short and in the long term. CONCLUSIONS Teachers can successfully promote their pupils' ToM development during their regular teaching hours. Results are discussed in the light of the importance of ToM promotion for children's school adjustment.
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Affiliation(s)
- Federica Bianco
- Department of Brain and Behavioural Sciences, University of Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioural Sciences, University of Pavia, Italy
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