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Oeo Morín I, Keulers EHH. Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator? J Exp Child Psychol 2024; 248:106059. [PMID: 39232257 DOI: 10.1016/j.jecp.2024.106059] [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: 01/29/2024] [Revised: 08/01/2024] [Accepted: 08/05/2024] [Indexed: 09/06/2024]
Abstract
This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs-shifting, inhibition, and working memory (WM)-predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF-ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF-ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.
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Affiliation(s)
- Irene Oeo Morín
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands; Department of Brain & Cognition, Faculty of Psychology and Educational Sciences, KU Leuven, 3000 Leuven, Belgium
| | - Esther H H Keulers
- Department of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD Maastricht, The Netherlands.
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Ishiguro S, Paterson RL, Saito S. Positive correlation between working memory and face-to-face social interaction in everyday life. Acta Psychol (Amst) 2024; 248:104402. [PMID: 39003992 DOI: 10.1016/j.actpsy.2024.104402] [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: 09/09/2023] [Revised: 07/08/2024] [Accepted: 07/09/2024] [Indexed: 07/16/2024] Open
Abstract
Working memory (WM) plays a crucial role in various cognitive tasks from language comprehension to problem-solving. However, its influence on social activities has remained largely unexplored. The current two studies on individual differences, a pilot (N = 329) and a pre-registered direct replication (N = 338) study, investigated the relationship between WM and outside-the-lab social interaction by using a listening span task and three social network questionnaires (e.g., how many people a participant had contacted in the past month). The consistent patterns in the two studies were (a) WM recall was positively correlated with social network size, (b) WM recall remained positively correlated with social network size even when accounting for online interactions on WhatsApp and Facebook, and (c) WM recall was positively correlated with social network size by face-to-face interaction. These novel findings would suggest connections between WM and face-to-face social interaction. It was, however, acknowledged that the obtained effect sizes were small, and that further investigation is indeed necessary. In light of this, we also clarify future directions for understanding the relationship between WM and social interaction.
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Ünlüer E. Theory of mind skills and peer relationships in children's adjustment to preschool. Front Psychol 2024; 15:1373898. [PMID: 39114594 PMCID: PMC11304001 DOI: 10.3389/fpsyg.2024.1373898] [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: 01/22/2024] [Accepted: 07/03/2024] [Indexed: 08/10/2024] Open
Abstract
School adjustment affects children's future lives in many ways. This study examined the relationship between ToM skills, peer relationships, and school adjustment. Specifically, this study determined whether preschool children's school adjustment could be significantly predicted by theory of mind (ToM) skills and peer relationships. A total of 164 children aged 4 (34.5%), and 5 (38%) years of preschool attendance participated in the study. According to the research, children's age, theory of mind, peer relations, and school adjustment are closely related. It was also found that the theory of mind significantly predicted school adjustment (school liking/avoidance) and that prosocial and aggressive behavior predicted school liking.
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Affiliation(s)
- Esra Ünlüer
- Department of Preschool Education, Faculty of Education, Kocaeli University, Kocaeli, Türkiye
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Li H, Leung MT. The roles of language and executive function in Mandarin-speaking children's theory of mind development. Front Psychol 2024; 15:1354207. [PMID: 38933593 PMCID: PMC11199786 DOI: 10.3389/fpsyg.2024.1354207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 06/03/2024] [Indexed: 06/28/2024] Open
Abstract
Introduction Research has indicated that language and executive function relate closely to first-order false belief reasoning, yet their roles in second-order false belief reasoning are under-explored, and their interplay in theory of mind development remains obscure. Methods This study assessed 160 Mandarin-speaking preschoolers' and early primary schoolers' language, executive function, and theory of mind abilities to examine the unique roles and interplay of language and executive function in first-order and second-order false belief reasoning. Results Results showed that language significantly uniquely predicted the children's first-order as well as second-order false belief reasoning when controlling for the effects of age and executive function. Although executive function significantly predicted first-order FB reasoning when controlling for age, it was no longer a significant predictor of first-order FB reasoning when language was included in the model. However, executive function played a significant unique role in second-order FB reasoning when controlling for the effects of age and language. Discussion The current findings suggest that language plays a greater role than executive function in Mandarin-speaking children's theory of mind development and the contributors to theory of mind development vary in different levels of false belief reasoning.
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Affiliation(s)
- Honglan Li
- School of Foreign Studies, Nanjing University of Science of Technology, Nanjing, China
| | - Man-Tak Leung
- Department of Chinese and Bilingual Studies, Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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Lievore R, Cardillo R, Mammarella IC. Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders. Dev Psychopathol 2024:1-13. [PMID: 38327107 DOI: 10.1017/s0954579424000038] [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: 02/09/2024]
Abstract
Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children's social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism.
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Affiliation(s)
- Rachele Lievore
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
- Department of Women's and Children's Health, University of Padua, Padua, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
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Lafay A, Berger C, Alaria L, Angonin S, Dalla-Libera N, Richard S, Cavadini T, Gentaz E. Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1825. [PMID: 38002915 PMCID: PMC10670040 DOI: 10.3390/children10111825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 11/08/2023] [Accepted: 11/15/2023] [Indexed: 11/26/2023]
Abstract
Children's emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3-4 years) and L2 (4-5 years) in the intervention group compared to those in the non-intervention group. Also, although children's emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.
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Affiliation(s)
- Anne Lafay
- Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France; (C.B.); (L.A.)
| | - Carole Berger
- Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France; (C.B.); (L.A.)
| | - Laura Alaria
- Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France; (C.B.); (L.A.)
| | - Sonia Angonin
- French Ministry of National Education, 75007 Paris, France; (S.A.); (N.D.-L.)
| | | | - Sylvie Richard
- Faculty of Psychology and Educational Science, University of Geneva, 1205 Geneva, Switzerland; (S.R.); (T.C.); (E.G.)
- Department of Psychology, Valais University of Teacher Education, Haute Ecole Pédagogique du Valais (HEP-VS), 1890 Saint-Maurice, Switzerland
| | - Thalia Cavadini
- Faculty of Psychology and Educational Science, University of Geneva, 1205 Geneva, Switzerland; (S.R.); (T.C.); (E.G.)
| | - Edouard Gentaz
- Faculty of Psychology and Educational Science, University of Geneva, 1205 Geneva, Switzerland; (S.R.); (T.C.); (E.G.)
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Ehrler M, Bellinger DC, Cassidy AR, Newburger JW, Calderon J. Social cognition and behavioral outcomes in congenital heart disease: profiles and neuropsychiatric comorbidities. Child Neuropsychol 2023; 29:1041-1063. [PMID: 37017255 DOI: 10.1080/09297049.2023.2196398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 03/17/2023] [Indexed: 04/06/2023]
Abstract
Autism spectrum disorders are more prevalent in children with congenital heart disease (CHD) than in the general population. Children with CHD without diagnosed autism are also at increased risk for neurodevelopmental and psychiatric impairments. We characterized social and behavioral outcomes in children with CHD and examined neurodevelopmental and psychiatric comorbidities. Children without diagnosed autism who underwent infant open-heart surgery were eligible. Parent-reports assessed social communication, unusual behaviors, self-regulation, anxiety, and executive function (EF). Neuropsychological tests assessing theory of mind (ToM), working memory, and verbal comprehension were administered. Outcomes were compared to normative data. Linear regressions were estimated with parent-reported scores and ToM abilities as outcomes. Predictors were anxiety symptoms, parent-reported EF, and working memory scores. Covariates were age, parental education, ADHD diagnosis, and verbal comprehension. Clinically relevant comorbidities were identified (N children scoring ≥1SD below the norm). Fifty-six children (10.8 ± 1.8 years) participated virtually. Compared to norms, children with CHD had impaired ToM, more unusual behaviors (p = .002), and less self-regulation (p = .018), but better social communication (p = .014). "Autism-like" traits were positively associated with anxiety symptoms (ß(95% CI) = 0.28(0.08-0.49), p = .008) and worse working memory (ß(95% CI) = -0.36(-0.59-0.13), p = .003). Twenty-one out of 22 children who displayed clinically relevant social and behavioral scores also showed anxiety symptoms (n = 4), impaired EF (n = 7), or both (n = 10). Children with CHD without diagnosed autism have elevated unusual behaviors, lower self-regulation, and impaired ToM. There is a high risk of co-existing anxiety and impaired EF which may increase disease burden. Targeted therapeutic interventions are needed to reduce long-term psychosocial risks in these children.AbbreviationAttention deficit/hyperactivity disorder (ADHD), Autism Spectrum Rating Scale (ASRS), Behavior Rating Inventory of Executive Functions for school-aged children, 2nd Edition (BRIEF-2), cardiopulmonary bypass (CPB), congenital heart disease (CHD), Empathy/Systematizing Quotient Child Version (ESQ-C), Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2), Social Responsiveness Scale (School-age form), 2nd Edition (SRS-2), theory of mind (ToM), Theory of Mind Task Battery (ToM-TB), Wechsler Intelligence Scale for Children, 5th edition (WISC-V).
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Affiliation(s)
- Melanie Ehrler
- Child Development Center, University Children's Hospital Zurich, University of Zurich, Zurich, Switzerland
- Departments of Cardiology, Cardiac Neurodevelopmental Program, Boston Children's Hospital, Boston, MA, USA
| | - David C Bellinger
- Departments of Psychiatry, Cardiac Neurodevelopmental Program, Boston Children's Hospital, Boston, MA, USA
- Departments of Neurology, Cardiac Neurodevelopmental Program, Boston Children's Hospital, Boston, MA, USA
- Departments of Psychiatry, Harvard Medical School, Harvard University, Boston, MA, USA
- Departments of Neurology, Harvard Medical School, Harvard University, Boston, MA, USA
| | - Adam R Cassidy
- Departments of Psychiatry, Cardiac Neurodevelopmental Program, Boston Children's Hospital, Boston, MA, USA
- Departments of Psychiatry, Harvard Medical School, Harvard University, Boston, MA, USA
- Departments of Psychiatry and Psychology & Pediatric and Adolescent Medicine, Mayo Clinic, Rochester, MN, USA
| | - Jane W Newburger
- Departments of Cardiology, Cardiac Neurodevelopmental Program, Boston Children's Hospital, Boston, MA, USA
- Pediatrics, Harvard Medical School, Harvard University, Boston, USA
| | - Johanna Calderon
- Departments of Psychiatry, Harvard Medical School, Harvard University, Boston, MA, USA
- National Institute of Health and Medical Research, Inserm U1046 PhyMedExp, Cardiac Neurodevelopment Research, University of Montpellier, Montpellier, France
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Tonini E, Bischetti L, Del Sette P, Tosi E, Lecce S, Bambini V. The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects. Cognition 2023; 238:105504. [PMID: 37354784 DOI: 10.1016/j.cognition.2023.105504] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 04/18/2023] [Accepted: 05/24/2023] [Indexed: 06/26/2023]
Abstract
Theoretical pragmatics in the post-Gricean tradition argued that metaphor requires understanding of how another person sees the world. Yet, it is unclear what role mindreading plays in developing metaphor skills. Here we examined the relationship between metaphor and Theory of Mind (ToM) in middle childhood by using two different tasks. In addition to the Physical and Mental Metaphors task (PMM), based on the verbal explanation of physical and mental metaphors, we revived the Referential Metaphors task for children (Noveck, Bianco, & Castry, 2001), where metaphorical and literal referents are presented in a narrative context. The sample included 169 8-, 9-, and 10-year-old children, assessed also for ToM (via the Strange Stories) and other linguistic and cognitive skills as control variables. In the PMM, ToM supported the understanding of mental (but not physical) metaphors in 9-year-olds only, whereas in the Referential Metaphors task ToM supported accuracy of understanding metaphors (but not literal items) in younger children as well. At age 10, ToM effects were negligible in both tasks. These findings suggest that ToM has a task-specific role in metaphor, linked to the characteristics of the items in the task at stake, being for instance greater for metaphors with mental (compared to physical) content and for non-literal (compared to literal) referents. The findings also suggest that the relationship between ToM and metaphor skills is developmental sensitive, as children start to capitalize on ToM earlier in development when the metaphor context is richer, and these effects fade with age. Theoretically, these data argue in favor of the relevance-theoretic account of metaphor, spelling out different ways in which ToM might support metaphor resolution across tasks, for instance by providing better access to the psychological lexicon (i.e., terms referring to mental states) and better context processing, serving as a springboard to achieve sophisticated pragmatic skills in middle childhood.
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Affiliation(s)
- Elisabetta Tonini
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy
| | - Luca Bischetti
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy
| | - Paola Del Sette
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Eleonora Tosi
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Valentina Bambini
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy..
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Kim SA, Kasari C. Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers". J Autism Dev Disord 2023:10.1007/s10803-023-05960-5. [PMID: 37022582 DOI: 10.1007/s10803-023-05960-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2023] [Indexed: 04/07/2023]
Abstract
PURPOSE While working memory (WM) is a powerful predictor for children's school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. METHODS Using a nationally-representative dataset, latent growth models were built to examine periods of high plasticity and the relationship between children's performance upon school entry and their relative growth. RESULTS While both groups made steeper gains during the early school years, autistic children's period of highest plasticity was prolonged by 1 year, which suggests a larger window for interventions. Further, autistic children who started kindergarten with poorer WM were more likely to make rapid growth during the last 3 years of elementary school, which is when their neurotypical peers' development started to plateau. CONCLUSION Findings should prompt various stakeholders to examine interventions and instructions to maximize autistic children's growth in WM. Further, the continued support and monitoring by educators throughout autistic children's late childhood can be particularly beneficial for the "late-bloomers."
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Affiliation(s)
- Sohyun An Kim
- Department of Education, University of California, Los Angeles, Moore Hall, 457 Portola Plaza, Los Angeles, CA, 90095, USA.
| | - Connie Kasari
- Department of Education, University of California, Los Angeles, Moore Hall, 457 Portola Plaza, Los Angeles, CA, 90095, USA
- Semel Institute for Neuroscience, University of California, Los Angeles, CA, USA
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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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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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12
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Autism traits and real-world executive functioning in parents of children with disabilities and undergraduates. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04097-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Hou XH, Liu Y, Li Y, Wang LY. Sequence of theory of mind acquisition in ethnic minority children in China: A comparison of Zhuang and Han samples. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03945-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Bi XY, Ma X, Abulaiti A, Yang J, Tao Y. The influence of pride emotion on executive function: Evidence from ERP. Brain Behav 2022; 12:e2678. [PMID: 35841201 PMCID: PMC9392534 DOI: 10.1002/brb3.2678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 05/01/2022] [Accepted: 06/03/2022] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND The current study examined the influence of positive "basic" emotions on executive function; there is limited evidence about the influence of positive "self-conscious"emotions, such as pride, on executive functions processes. METHODS Pride is a status-related self-conscious emotion and the present research explored the influence of pride on the subcomponents of executive function, using three experiments that adopted the digit size-parity switching, N-back, and dual choice oddball paradigms. RESULTS The behavioral results suggested that cognitive load and behavior inhibition effects in the pride emotion were significantly higher than the neutral emotion. The ERP results showed that the pride emotion elicited smaller P3 difference wave for the switching task and dual choice oddball task. In the N-back task, the pride emotion elicited larger N1 amplitude and smaller P2 difference wave compared to the neutral emotion. A comparison among results from the three experiments indicated that pride emotion restrains all subcomponents of executive function, though with different manifestations of the impact. CONCLUSION Experiencing positive emotions is typically viewed as desirable and adaptive in educational settings; however, pride as a unique positive emotion may damage people's cognitive performance, indicating that we need to be cautious when performing cognitive operations in a pride mood.
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Affiliation(s)
- Xiao Yan Bi
- Faculty of EducationYunnan Normal UniversityKunmingChina
| | - Xie Ma
- Faculty of EducationYunnan Normal UniversityKunmingChina
| | | | - Juan Yang
- Faculty of EducationYunnan Normal UniversityKunmingChina
| | - Yun Tao
- Faculty of EducationYunnan Normal UniversityKunmingChina
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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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16
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Fu X, Hung A, de Silva AD, Busch T, Mattson WI, Hoskinson KR, Taylor HG, Nelson EE. Development of the mentalizing network structures and theory of mind in extremely preterm youth. Soc Cogn Affect Neurosci 2022; 17:977-985. [PMID: 35428893 PMCID: PMC9629469 DOI: 10.1093/scan/nsac027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 03/10/2022] [Accepted: 04/15/2022] [Indexed: 01/12/2023] Open
Abstract
Adolescents born preterm (<37 weeks of gestation) are at elevated risk for deficits in social cognition and peer relationships. Theory of Mind (ToM) is a complex form of social cognition important for regulating social interactions. ToM and the underlying mentalizing network continue to develop across adolescence. The present study recruited 48 adolescents (12-17 years old) who were either born extremely preterm (EPT; <28 weeks of gestation) or full-term (FT) at birth. Cortical thickness, gray matter volume and surface area were measured in four regions of the mentalizing network: the temporoparietal junction, anterior temporal cortex, posterior superior temporal sulcus and frontal pole (mBA10). We also assessed the adolescents' performance on a ToM task. Findings revealed both group differences and group-by-age interaction effects in the gray matter indices within the temporal lobe regions of the mentalizing network. The EPT group also performed significantly worse than the FT group on the ToM task. The cortical structural measures that discriminated the EPT and FT groups were not related to ToM performance. These results highlight altered developmental changes in brain regions underlying mentalizing functions in EPT adolescents relative to FT controls.
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Affiliation(s)
- Xiaoxue Fu
- Correspondence should be addressed to Xiaoxue Fu, Department of Psychology, University of South Carolina, 129 Institute for Mind and Brain, 1800 Gervais Street, Columbia, SC 29201, USA. E-mail:
| | - Andy Hung
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA
| | - Aryanne D de Silva
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA
| | - Tyler Busch
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA
| | - Whitney I Mattson
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA
| | - Kristen R Hoskinson
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA,Department of Pediatrics, Ohio State University College of Medicine, Columbus, OH 43210, USA
| | - Hudson Gerry Taylor
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA,Department of Pediatrics, Ohio State University College of Medicine, Columbus, OH 43210, USA
| | - Eric E Nelson
- Center for Biobehavioral Health, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Columbus, OH 43205, USA,Department of Pediatrics, Ohio State University College of Medicine, Columbus, OH 43210, USA
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17
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Skyberg AM, Beeler-Duden S, Goldstein AM, Gancayco CA, Lillard AS, Connelly JJ, Morris JP. Neuroepigenetic impact on mentalizing in childhood. Dev Cogn Neurosci 2022; 54:101080. [PMID: 35158164 PMCID: PMC8844842 DOI: 10.1016/j.dcn.2022.101080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 01/20/2022] [Accepted: 01/31/2022] [Indexed: 12/02/2022] Open
Abstract
Mentalizing, or the ability to understand the mental states and intentions of others, is an essential social cognitive function that children learn and continue to cultivate into adolescence. While most typically developing children acquire sufficient mentalizing skills, individual differences in mentalizing persist throughout childhood and are likely influenced by a combination of cognitive functioning, the social environment, and biological factors. DNA methylation of the oxytocin receptor gene (OXTRm) impacts gene expression and is associated with increased brain activity in mentalizing regions during displays of animacy in healthy young adults. The establishment, fine-tuning, and implications of such associations in the context of broader social functioning remain unclear. Using a developmental neuroimaging epigenetic approach, we investigated the contributions of OXTRm to individual variability in brain function during animate motion perception in middle childhood. We find that higher levels of OXTRm are associated with increased neural responses in the left temporo-parietal junction and inferior frontal gyrus. We also find a positive association between neural activity in LTPJ and social skills. These findings provide evidence of epigenetic influence on the developing child brain and demonstrate that variability in neural social perception in childhood is multifaceted with contributions from individual social experience and the endogenous oxytocin system.
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Affiliation(s)
- Amalia M Skyberg
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA
| | - Stefen Beeler-Duden
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA
| | - Alison M Goldstein
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA
| | | | - Angeline S Lillard
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA
| | - Jessica J Connelly
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA
| | - James P Morris
- University of Virginia, Department of Psychology, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904, USA.
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18
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Andrews K, Lariccia L, Talwar V, Bosacki S. Empathetic Concern in Emerging Adolescents: The Role of Theory of Mind and Gender Roles. THE JOURNAL OF EARLY ADOLESCENCE 2021; 41:1394-1424. [PMID: 34712001 PMCID: PMC8543568 DOI: 10.1177/02724316211002258] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The current study examined the roles of gender, and gender-role orientation in young adolescents' empathetic concern. In addition, this study aimed to explore the contribution of Theory of Mind in participants' empathetic concern. Finally, this study examined whether gender and gender-role orientation were implicated in emerging adolescents' Theory of Mind understanding. One-hundred-fifty 11- to 12-year-olds (79 self-identified females) completed questionnaires measuring their empathetic concern, Theory of Mind, and their perceived gender-role orientation. Results showed that gender-role orientation, specifically, femininity and masculinity predicted empathetic concern above and beyond gender. In addition, the effects of cognitive and affective Theory of Mind are explored and discussed in relation to empathetic concern. Finally, neither gender nor gender-role orientation was found to contribute to participants' Theory of Mind understanding. These findings suggest that emerging adolescents' perceived gender roles, as well as their ability to consider another's beliefs, play a role in their expression of empathetic concern.
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19
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Developmental reconstruction of cognitive ability: Interactions between executive, cognizance, and reasoning processes in childhood. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101124] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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20
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Wang S, Andrews G, Pendergast D, Neumann D, Chen Y, Shum DHK. A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1974445] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Si Wang
- Griffith University, Australia
| | | | | | | | - Yulu Chen
- Beijing Union University Teachers’ College, China
| | - David H. K. Shum
- Griffith University, Australia
- The Hong Kong Polytechnic University, Hong Kong
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21
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Lecce S, Ronchi L, Devine RT. Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12552] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Luca Ronchi
- Department of Brain and Behavioral Science University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
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22
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Rizzo MT, Green ER, Dunham Y, Bruneau E, Rhodes M. Beliefs about social norms and racial inequalities predict variation in the early development of racial bias. Dev Sci 2021; 25:e13170. [PMID: 34423885 DOI: 10.1111/desc.13170] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 07/23/2021] [Accepted: 08/13/2021] [Indexed: 11/28/2022]
Abstract
Racism remains a pervasive force around the world with widespread and well documented harmful consequences for members of marginalized racial groups. The psychological biases that maintain structural and interpersonal racism begin to emerge in early childhood, but with considerable individual variation-some children develop more racial bias than others. The present study (N = 116; 4-year-old children) provides novel insights into the developmental mechanisms underlying the emergence of racial bias by longitudinally documenting how two psychological processes-normative beliefs about interracial friendships and explanatory beliefs about racial inequalities-developmentally predict the emergence of pro-White/anti-Black racial bias during early childhood. In a 6-month, three-wave, longitudinal study, we found that 4-year-old children's beliefs that their parents and peers do not value interracial friendships predicted increased racial bias in and across time and that children's endorsement of essentialist over extrinsic explanations for racial inequalities predicted the developmental trajectory of racial bias over time. These findings suggest that children's foundational beliefs about the social world developmentally predict the emergence of racial bias in early childhood and speak to the importance of early and persistent intervention efforts targeting children's normative beliefs about interracial friendships and explanatory beliefs about racial inequalities.
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Affiliation(s)
- Michael T Rizzo
- Department of Psychology, New York University, New York, New York, USA.,Beyond Conflict Innovation Lab, Boston, Massachusetts, USA
| | - Emily R Green
- Department of Psychology, New York University, New York, New York, USA
| | | | - Emile Bruneau
- Beyond Conflict Innovation Lab, Boston, Massachusetts, USA.,University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Marjorie Rhodes
- Department of Psychology, New York University, New York, New York, USA
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23
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Devine RT, Apperly IA. Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence. Dev Sci 2021; 25:e13137. [PMID: 34235829 DOI: 10.1111/desc.13137] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 05/24/2021] [Accepted: 06/04/2021] [Indexed: 01/05/2023]
Abstract
This study investigated the links between theory of mind, social motivation, and children's social competence in middle childhood and early adolescence. Two hundred and sixty four children (136 girls, 128 boys) aged between 8 and 13 years (M Age = 10.88 years, SD = 1.45) completed theory-of-mind tests and self-report questionnaires measuring social motivation. Teachers rated children's social competence at school. Teacher-rated social competence was associated with individual differences in both theory of mind and children's motivation to develop and maintain social relationships. Results suggest that while individual differences in social motivation and theory of mind are partially overlapping, both theory of mind ability and social motivation contribute to successful social interaction at school.
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Affiliation(s)
- Rory T Devine
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
| | - Ian A Apperly
- School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK
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24
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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: 21] [Impact Index Per Article: 7.0] [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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25
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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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26
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Bianco F, Lombardi E, Lecce S, Marchetti A, Massaro D, Valle A, Castelli I. Supporting Children’s Second-order Recursive Thinking and Advanced ToM Abilities: A Training Study. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1901712] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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27
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Kramer HJ, Wood TD, Lara KH, Lagattuta KH. Children's and Adults' Beliefs about the Stability of Traits from Infancy to Adulthood: Contributions of Age and Executive Function. COGNITIVE DEVELOPMENT 2021; 57. [PMID: 33642677 DOI: 10.1016/j.cogdev.2020.100975] [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] [Indexed: 10/22/2022]
Abstract
We examined developmental differences and sources of variability in trait reasoning. Four- to 10-year-olds and adults (N=198) rated how mean or nice "medium-mean" and "medium-nice" babies, kids, and teenagers were earlier in their lifetime and would be at older ages. Participants expected nice-labeled characters to be nice throughout their lives (participant age effects were null). In contrast, we documented age-related differences in judgments about meanness. With increasing participant age, individuals expected that meanness present in infancy, childhood, and adolescence would persist into adulthood. We discovered a curvilinear pattern in assessments of whether meanness originates during infancy: Four- to 5-year-olds and adults expected mean-labeled kids and teenagers to have been nicer as babies than did 6- to 10-year-olds. Controlling for age and working memory, participants with better inhibitory control more frequently expected mean-labeled individuals to remain mean across the lifespan, but inhibitory control was unrelated to judgments about nice-labeled individuals.
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Affiliation(s)
- Hannah J Kramer
- Department of Psychology, University of California, Davis.,Center for Mind and Brain, University of California, Davis
| | - Taylor D Wood
- Department of Psychology, University of California, Davis.,Center for Mind and Brain, University of California, Davis
| | - Karen Hjortsvang Lara
- Department of Psychology, University of California, Davis.,Center for Mind and Brain, University of California, Davis
| | - Kristin Hansen Lagattuta
- Department of Psychology, University of California, Davis.,Center for Mind and Brain, University of California, Davis
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28
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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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29
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Tian M, Luo T, Ding J, Wang X, Cheung H. Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking. Child Dev 2021; 92:1590-1604. [PMID: 33507549 DOI: 10.1111/cdev.13546] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead (n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved.
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Affiliation(s)
| | | | - Jinxia Ding
- Hainan Normal University.,Kindergarten Affiliated to Hainan Normal University
| | - Xin Wang
- Kindergarten Affiliated to Hainan Normal University
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30
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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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31
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Holl AK, Vetter NC, Elsner B. Disentangling the relations of theory of mind, executive function and conduct problems. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2020.101233] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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32
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Lavigne R, González-Cuenca A, Romero-González M, Sánchez M. Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17249286. [PMID: 33322517 PMCID: PMC7764628 DOI: 10.3390/ijerph17249286] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 12/07/2020] [Accepted: 12/08/2020] [Indexed: 06/12/2023]
Abstract
The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6-12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.
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Affiliation(s)
- Rocío Lavigne
- Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain;
| | - Antonia González-Cuenca
- Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain;
| | - Marta Romero-González
- Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain; (M.R.-G.); (M.S.)
| | - Marta Sánchez
- Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain; (M.R.-G.); (M.S.)
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33
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Baker ER, Huang R, Liu Q, Battista C. Children’s Poverty Exposure and Hot and Cool Executive Functions: Differential Impacts of Parental Financial Strain. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1853125] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | - Rong Huang
- University at Albany, State University of New York
| | - Qingyang Liu
- University at Albany, State University of New York
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34
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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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35
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Del Sette P, Bambini V, Bischetti L, Lecce S. Longitudinal associations between theory of mind and metaphor understanding during middle childhood. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100958] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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36
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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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37
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Does executive function influence the development of theory of mind in elementary students? CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-018-0107-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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38
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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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39
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Bianco F, Lombardi E, Massaro D, Castelli I, Valle A, Marchetti A, Lecce S. Enhancing advanced Theory of Mind skills in primary school: A training study with 7‐ to 8‐year‐olds. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2155] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Federica Bianco
- Department of Brain and Behavioural SciencesUniversity of Pavia Pavia Italy
| | | | - Davide Massaro
- Department of PsychologyUniversità Cattolica del Sacro Cuore Milan Italy
| | - Ilaria Castelli
- Department of Human and Social SciencesUniversity of Bergamo Bergamo Italy
| | - Annalisa Valle
- Department of PsychologyUniversità Cattolica del Sacro Cuore Milan Italy
| | | | - Serena Lecce
- Department of Brain and Behavioural SciencesUniversity of Pavia Pavia Italy
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40
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Hoyo Á, Rueda MR, Rodríguez-Bailón R. Children's Individual Differences in Executive Function and Theory of Mind in Relation to Prejudice Toward Social Minorities. Front Psychol 2019; 10:2293. [PMID: 31681092 PMCID: PMC6797813 DOI: 10.3389/fpsyg.2019.02293] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2018] [Accepted: 09/24/2019] [Indexed: 11/17/2022] Open
Abstract
Executive function (EF) and theory of mind (ToM) are key cognitive skills for socio-emotional adjustment. Executive function develops considerably between 3 and 7 years of age, and fosters the development of social cognition skills such as ToM. Studies with adults have shown a link between EF and prejudice, as well as between empathy and prejudice. Moreover, the relationship between EF, cognitive and affective ToM and prejudice has barely been studied in children. In this study, we aimed at examining the relationship between individual differences in EF, cognitive and affective ToM and prejudice toward the Romany ethnic minority. We expected a positive association between EF and ToM skills, and a negative association between EF and prejudice. We also predicted a negative association between ToM and prejudice. A total of 86 preschool (5-6 years old, N = 43) and third-grade (8-9 years old, N = 43) children participated in the study. Results showed a negative relationship between EF and prejudice, as well as between affective ToM and prejudice, after controlling for intelligence. Moreover, we found that EF significantly predicted prejudice. Exploratory correlational analyses suggested age-related differences in the EF skills underlying prejudice regulation. These findings suggest a distinctive contribution of cognitive and affective components of ToM to prejudice, and highlight the central role of EF in social behavior regulation.
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Affiliation(s)
- Ángela Hoyo
- Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
| | - M. Rosario Rueda
- Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - Rosa Rodríguez-Bailón
- Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
- Department of Social Psychology, University of Granada, Granada, Spain
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Green CC, Brown NJ, Yap VMZ, Scheffer IE, Wilson SJ. Cognitive processes predicting advanced theory of mind in the broader autism phenotype. Autism Res 2019; 13:921-934. [PMID: 31566923 DOI: 10.1002/aur.2209] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2019] [Accepted: 08/28/2019] [Indexed: 11/11/2022]
Abstract
Little is known about executive functions (EFs) associated with advanced theory of mind (ToM) abilities. We aimed to determine if advanced ToM abilities were reduced in individuals with subclinical traits of autism spectrum disorder (ASD), known as the "Broader Autism Phenotype" (BAP), and identify the EFs that predicted unimpaired performance on an advanced ToM task, the faux pas test. We assessed 29 participants (13 males) with the BAP who were relatives of children with ASD. Thirteen participants showed reduced ability to understand a faux pas. A discriminant function analysis correctly classified 79% of cases as impaired or unimpaired, with high sensitivity (80%) and specificity (77%), which was best predicted by language-mediated EFs, including verbal generativity, working memory, cognitive inhibition, and flexibility. Autism Res 2020, 13: 921-934. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Little is known about the complex cognitive processes that enable accurate interpretation of another person's thoughts and emotions, known as "theory of mind." In relatives of individuals with autism, who had mild traits of autism themselves, approximately half had difficulty interpreting situations involving a social faux pas. Cognitive inhibition and flexibility, working memory, and verbal generativity were related to, and appeared to be protective for, unimpaired understanding of a faux pas.
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Affiliation(s)
- Cherie C Green
- Department of Medicine-Austin Health, The University of Melbourne, Parkville, Australia
| | - Natasha J Brown
- Department of Clinical Genetics, Austin Health, Melbourne, Australia.,Victorian Clinical Genetics Services, MCRI, Parkville, Australia.,Department of Paediatrics, The University of Melbourne, Royal Children's Hospital, Parkville, Australia.,Child Health Research Unit, Barwon Health, Geelong, Australia
| | - Valerie M Z Yap
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia
| | - Ingrid E Scheffer
- Department of Medicine-Austin Health, The University of Melbourne, Parkville, Australia.,Department of Paediatrics, The University of Melbourne, Royal Children's Hospital, Parkville, Australia.,Florey Institute of Neurosciences and Mental Health, Melbourne, Australia
| | - Sarah J Wilson
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Australia.,Florey Institute of Neurosciences and Mental Health, Melbourne, Australia
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Kazi S, Kazali E, Makris N, Spanoudis G, Demetriou A. Cognizance in cognitive development: A longitudinal study. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.100805] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Lecce S, Bianco F, Ronchi L. Executive function in the school context: The role of peer relationships. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2151] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral SciencesUniversity of Pavia Pavia Italy
| | - Federica Bianco
- Department of Brain and Behavioral SciencesUniversity of Pavia Pavia Italy
| | - Luca Ronchi
- Department of Brain and Behavioral SciencesUniversity of Pavia Pavia Italy
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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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Lunn J, Lewis C, Gannon E. Parent-child mentalizing in pediatric epilepsy. Epilepsy Behav 2019; 96:6-12. [PMID: 31075650 DOI: 10.1016/j.yebeh.2019.03.052] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Revised: 03/20/2019] [Accepted: 03/29/2019] [Indexed: 10/26/2022]
Abstract
BACKGROUND Child psychopathology involves inappropriate or biased attributions of others' mental states (mentalizing), and parents' assessment of their children's mentalizing significantly predicts the latter's psychosocial outcomes. Behavioral difficulties are frequent in children with epilepsy (CWE) yet biased mentalizing and parental accuracy in understanding their child's mental states reasoning have not been addressed. METHODS This study compared the performance of 34 CWE aged 9 to 16 years with 67 language age-matched controls on a biased mentalizing task. The task required children to infer on the mental states of peers in stories involving social scenarios. Responses were scored as positive, negative, or rational mentalizing attributions. To measure parental accuracy, a parent version was administered in the patient group that required a parent to identify their child's responses correctly. Relationships with the child's cognitive, behavioral, and epilepsy-related factors were examined. RESULTS Patients made greater negative mental states attributions compared with control children. This negative mentalizing bias was accurately identified by parents and was associated with children's behavioral problems. Parental accuracy was reduced for patients with lower cognitive abilities. Parents did not accurately identify an overly positive (OP) bias in their child's mental states attributions. Children's positive response bias correlated with their lower executive function (EF) skills. Epilepsy factors predicted cognitive deficits but not biased mentalizing or behavioral problems. CONCLUSION Biased mentalizing characterizes social cognition in CWE with behavioral problems. Further investigation of the mentalizing biases and parental awareness of children's mental states reasoning is required to fully understand the greater psychosocial and behavioral difficulties found in CWE.
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Affiliation(s)
- Judith Lunn
- Lancaster Medical School, Furness College, Lancaster University, LA1 4YF, United Kingdom of Great Britain and Northern Ireland.
| | - Charlie Lewis
- Psychology Department, Fylde College, Lancaster University, LA1 4YF, United Kingdom of Great Britain and Northern Ireland
| | - Emily Gannon
- Sheffield Health and Social Care NHS Foundation Trust, Sheffield S10 3TH, United Kingdom of Great Britain and Northern Ireland
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Lecce S, Ronchi L, Del Sette P, Bischetti L, Bambini V. Interpreting physical and mental metaphors: Is Theory of Mind associated with pragmatics in middle childhood? JOURNAL OF CHILD LANGUAGE 2019; 46:393-407. [PMID: 30442207 DOI: 10.1017/s030500091800048x] [Citation(s) in RCA: 40] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
We investigated the association between individual differences in metaphor understanding and Theory of Mind (ToM) in typically developing children. We distinguished between two types of metaphors and created a Physical and Mental Metaphors task, echoing a similar distinction for ToM. Nine-year-olds scored lower than older age-groups in ToM as well as in the interpretation of mental, but not physical, metaphors. Moreover, nine-year-olds (but not older children) who are better in ToM are also better in interpreting mental, but not physical, metaphors. This suggests that the link between metaphor and ToM is stronger when metaphorical interpretation involves mental aspects, and it is more evident in early rather than later childhood.
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Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioural Sciences,University of Pavia,Italy
| | - Luca Ronchi
- Department of Brain and Behavioural Sciences,University of Pavia,Italy
| | - Paola Del Sette
- Department of Brain and Behavioural Sciences,University of Pavia,Italy
| | - Luca Bischetti
- Center for Neurocognition,Epistemology and theoretical Syntax (NEtS),University School for Advanced Studies IUSS Pavia,Italy
| | - Valentina Bambini
- Center for Neurocognition,Epistemology and theoretical Syntax (NEtS),University School for Advanced Studies IUSS Pavia,Italy
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Hansen Lagattuta K, Tashjian SM, Kramer HJ. Does the Past Shape Anticipation for the Future? ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2018. [DOI: 10.1027/2151-2604/a000328] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. A positive association between executive function (a set of higher order, self-regulatory cognitive skills) and theory of mind (beliefs about mental states) has been well documented during early childhood. As investigations extend beyond false belief understanding (that the mind can misrepresent reality), there is growing interest in examining contributions of executive function to more advanced aspects of theory of mind in older age groups. To add to this literature, we showed 4- to 10-year-olds and adults (N = 274) scenarios in which a perpetrator acted positively (P) and/or negatively (N) toward a focal character on two separate days (PP, NN, NP, and PN). Participants inferred focal characters’ future-oriented mental states upon seeing perpetrators for the third time. Children and adults also completed executive function measures (working memory and inhibitory control). Both age and executive function independently predicted higher life history theory of mind: Recognition that prior life experiences influence how individuals think, feel, and make decisions about the future.
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Affiliation(s)
| | | | - Hannah J. Kramer
- Department of Psychology, University of California, Davis, CA, USA
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Wilson J, Andrews G, Hogan C, Wang S, Shum DHK. Executive function in middle childhood and the relationship with theory of mind. Dev Neuropsychol 2018; 43:163-182. [DOI: 10.1080/87565641.2018.1440296] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Affiliation(s)
- Jennifer Wilson
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - Glenda Andrews
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia
| | - Christy Hogan
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - Si Wang
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - David H. K. Shum
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
- Chinese Academy of Sciences, Institute of Psychology, Beijing, China
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