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Gordon-Hecker T, Shalvi S, Uzefovsky F, Bereby-Meyer Y. Cognitive empathy boosts honesty in children and young adolescents. J Exp Child Psychol 2024; 241:105869. [PMID: 38350253 DOI: 10.1016/j.jecp.2024.105869] [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: 04/30/2023] [Revised: 09/11/2023] [Accepted: 01/12/2024] [Indexed: 02/15/2024]
Abstract
Children and young adolescents often tend to behave dishonestly in order to serve their self-interests. This study focused on how empathic abilities affect children's tendency to deceive others. Deception is the act of causing others to form a false belief to get them to act in a way that serves the deceiver's interests. As such, it requires the ability to predict how others might use the provided information. In two experiments, 274 participants (aged 10-16 years) played a game in which they could send a deceptive message to another participant to boost their own payoff at the other player's expense. We measured participants' cognitive and emotional empathy using different measures. We found that a measure of cognitive empathy, namely the fantasy scale, was associated with less deception of another player when that other player was not identified and was presented only as "Player B." However, when Player B was identified by name, empathy did not predict deception. In such cases, the only factors affecting deception rates were the gain for the participant (higher possible gains lead to more deception) and loss to the other player (higher possible losses lead to less deception). Overall, the findings suggest that even by 11 years of age, children can understand the impact of their unethical behavior on another child and adjust their actions accordingly. However, when the other child is not identified, children need to possess high levels of cognitive empathy toward imagined individuals to resist the temptation to deceive the other child.
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Affiliation(s)
| | - Shaul Shalvi
- University of Amsterdam, 1018 WB Amsterdam, The Netherlands
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2
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Rose L, Kovarski K, Caetta F, Makowski D, Chokron S. Beyond empathy: Cognitive capabilities increase or curb altruism in middle childhood. J Exp Child Psychol 2024; 239:105810. [PMID: 37981466 DOI: 10.1016/j.jecp.2023.105810] [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: 09/12/2023] [Revised: 10/22/2023] [Accepted: 10/26/2023] [Indexed: 11/21/2023]
Abstract
Altruistic behavior, which intentionally benefits a recipient without expectation of a reward or at a cost to the actor, is observed throughout the lifespan from everyday interactions to emergency situations. Empathy has long been considered a major driver of altruistic action, but the social information processing model supports the idea that other cognitive processes may also play a role in altruistic intention and behavior. Our aim was to investigate how visual analysis, attention, inhibitory control, and theory of mind capabilities uniquely contribute to predicting altruistic intention and behavior in a sample of 67 French children (35 girls and 32 boys; Mage = 9.92 ± 0.99 years) from Paris and neighboring suburbs. Using a Bayesian analysis framework, we showed that in younger grade levels visual analysis and selective attention are strong predictors of altruistic intention and that inhibitory control strongly predicts altruistic behavior in a dictator game. Processes underlying theory of mind, however, negatively predict altruistic behavior in the youngest grade. In higher grade levels, we found that stronger attention and inhibitory control predicts lower altruistic intention and behavior. Empathy was not found to predict altruistic intention or behavior. These results suggest that different cognitive capabilities are involved in altruistic intention and behavior and that their contribution changes throughout middle childhood as social constraints deepen and altruism calls on more complex reasoning.
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Affiliation(s)
- Lucie Rose
- Integrative Neuroscience and Cognition Center, Université Paris Cité, CNRS, 75006 Paris, France.
| | - Klara Kovarski
- Integrative Neuroscience and Cognition Center, Université Paris Cité, CNRS, 75006 Paris, France; Institut de Neuropsychologie, Neurovision et NeuroCognition, Hôpital Fondation Adolphe de Rothschild, 75019 Paris, France; Sorbonne Université, Institut national supérieur du professorat et de l'éducation (INSPE), 75005 Paris, France; Laboratoire de Psychologie du Développement et de l'Éducation de l'enfant (LaPsyDé), Université Paris Cité, CNRS, 75005 Paris, France
| | - Florent Caetta
- Integrative Neuroscience and Cognition Center, Université Paris Cité, CNRS, 75006 Paris, France; Institut de Neuropsychologie, Neurovision et NeuroCognition, Hôpital Fondation Adolphe de Rothschild, 75019 Paris, France
| | | | - Sylvie Chokron
- Integrative Neuroscience and Cognition Center, Université Paris Cité, CNRS, 75006 Paris, France; Institut de Neuropsychologie, Neurovision et NeuroCognition, Hôpital Fondation Adolphe de Rothschild, 75019 Paris, France
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3
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Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Osterhaus C. Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. J Exp Child Psychol 2024; 239:105806. [PMID: 37967482 DOI: 10.1016/j.jecp.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/17/2023]
Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
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Affiliation(s)
| | - Grzegorz Szumski
- Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland
| | - Sandra Bosacki
- Faculty of Education, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Paweł Grygiel
- Faculty of Philosophy, Jagiellonian University, 31-007 Cracow, Poland
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4
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Liu S, Han ZR, Xu J, Wang Q, Gao MM, Weng X, Qin S, Rubin KH. Parenting links to parent-child interbrain synchrony: a real-time fNIRS hyperscanning study. Cereb Cortex 2024; 34:bhad533. [PMID: 38220574 DOI: 10.1093/cercor/bhad533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 12/19/2023] [Accepted: 12/20/2023] [Indexed: 01/16/2024] Open
Abstract
Parent-child interaction is crucial for children's cognitive and affective development. While bio-synchrony models propose that parenting influences interbrain synchrony during interpersonal interaction, the brain-to-brain mechanisms underlying real-time parent-child interactions remain largely understudied. Using functional near-infrared spectroscopy, we investigated interbrain synchrony in 88 parent-child dyads (Mage children = 8.07, 42.0% girls) during a collaborative task (the Etch-a-Sketch, a joint drawing task). Our findings revealed increased interbrain synchrony in the dorsolateral prefrontal cortex and temporo-parietal areas during interactive, collaborative sessions compared to non-interactive, resting sessions. Linear regression analysis demonstrated that interbrain synchrony in the left temporoparietal junction was associated with enhanced dyadic collaboration, shared positive affect, parental autonomy support, and parental emotional warmth. These associations remained significant after controlling for demographic variables including child age, child gender, and parent gender. Additionally, differences between fathers and mothers were observed. These results highlight the significant association between brain-to-brain synchrony in parent-child dyads, the quality of the parent-child relationship, and supportive parenting behaviors. Interbrain synchrony may serve as a neurobiological marker of real-time parent-child interaction, potentially underscoring the pivotal role of supportive parenting in shaping these interbrain synchrony mechanisms.
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Affiliation(s)
- Sihan Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Zhuo Rachel Han
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Jianjie Xu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Qiandong Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Mengyu Miranda Gao
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Xiaofang Weng
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Shaozheng Qin
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Faculty of Psychology at Beijing Normal University, Beijing 100875, China
- Chinese Institute for Brain Research, Beijing 102206, China
| | - Kenneth H Rubin
- University of Maryland, College Park, MD 20742, United States
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5
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Cheng L, Guan Y, Zhang T, Zhan L, Liu Y, Wang P, Yu S, Peng Y. An empirical study on the development of metaphorical comprehension of Chinese children. Front Psychol 2024; 14:1254129. [PMID: 38259583 PMCID: PMC10800952 DOI: 10.3389/fpsyg.2023.1254129] [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: 09/01/2023] [Accepted: 12/13/2023] [Indexed: 01/24/2024] Open
Abstract
Metaphor affects how people focus, remember, and process information and significantly influences children's language development. The study explored metaphorical comprehension by Chinese children of different ages (5-8 years). We collected response times and accuracy rates when they processed metaphorical and literal sentences with the graded salience. Linear mixed-effects modeling showed that Chinese children's metaphorical ability improved with age. Subsequent analysis found that the perception period of metaphorical knowledge was at age 5, the development stage of metaphorical knowledge was at age 6 and 7, and the rational decision period of metaphorical ability was at age 8. After 8-year-old, children can invoke the knowledge of the intention schema while activating the source domain, and this knowledge can be automatically and quickly mapped to the target domain. Meanwhile, language development and cognitive processing influenced the metaphorical comprehension of Chinese children, especially children of 8 years of age who had the highest correct rate and the shortest reaction time to process low-saliency metaphorical sentences, while 5-year-old children had the highest accuracy in high-saliency metaphorical sentence and 6-year-old children got the longest reaction time to process sentence in high-saliency metaphor. This study may provide evidence for improving and training metaphor comprehension in children with special needs such as those with an autism spectrum disorder.
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Affiliation(s)
- Lulu Cheng
- Shanghai Center for Research in English Language Education, Shanghai International Studies University, Shanghai, China
- School of Foreign Studies, China University of Petroleum (East China), Qingdao, China
| | - Yingming Guan
- College of Engineering, Faculty of Information and Engineering Science, Peking University, Beijing, China
| | - Ting Zhang
- Journal of Tianjin Normal University (Social Science Edition), Tianjin, China
| | - Linlin Zhan
- School of Western Studies, Heilongjiang University, Harbin, China
| | - Yanqin Liu
- School of Foreign Studies, China University of Petroleum (East China), Qingdao, China
| | - Peng Wang
- Department of Language, Literature and Communication, Faculty of Humanities, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
- Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Shanshan Yu
- School of Western Studies, Heilongjiang University, Harbin, China
| | - Yule Peng
- College of Foreign Languages, Ocean University of China, Qingdao, China
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Nguyen SP, McDermott C. Holding multiple category representations: The role of age, theory of mind, and rule switching in children's developing cross-classification abilities. J Exp Child Psychol 2024; 237:105716. [PMID: 37603980 DOI: 10.1016/j.jecp.2023.105716] [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: 02/03/2023] [Revised: 04/11/2023] [Accepted: 05/20/2023] [Indexed: 08/23/2023]
Abstract
Cross-classification, the ability to categorize multifaceted entities in many ways, is a remarkable cognitive milestone for children. Past work has focused primarily on documenting the timeline for when children reach cross-classification competence. However, it is not well understood what cognitive factors underpin children's improvements. The current study aimed to examine the contributions of age, theory of mind, and rule switching to children's cross-classification development. We tested 3- to 5-year-old children (N = 75) using a cross-classification task, the Theory of Mind Task Battery, and the Three-Dimensional Change Card Sort test. The results revealed that age and theory of mind predict children's cross-classification over and above the effects of rule switching. The results also revealed that advanced-level theory of mind reasoning is a particularly strong predictor of cross-classification development. These findings increase understanding of cross-classification within children's broader cognitive development.
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Affiliation(s)
- Simone P Nguyen
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403, USA.
| | - Catherine McDermott
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403, USA
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7
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Linka M, Sensoy Ö, Karimpur H, Schwarzer G, de Haas B. Free viewing biases for complex scenes in preschoolers and adults. Sci Rep 2023; 13:11803. [PMID: 37479760 PMCID: PMC10362043 DOI: 10.1038/s41598-023-38854-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 07/16/2023] [Indexed: 07/23/2023] Open
Abstract
Adult gaze behaviour towards naturalistic scenes is highly biased towards semantic object classes. Little is known about the ontological development of these biases, nor about group-level differences in gaze behaviour between adults and preschoolers. Here, we let preschoolers (n = 34, age 5 years) and adults (n = 42, age 18-59 years) freely view 40 complex scenes containing objects with different semantic attributes to compare their fixation behaviour. Results show that preschool children allocate a significantly smaller proportion of dwell time and first fixations on Text and instead fixate Faces, Touched objects, Hands and Bodies more. A predictive model of object fixations controlling for a range of potential confounds suggests that most of these differences can be explained by drastically reduced text salience in pre-schoolers and that this effect is independent of low-level salience. These findings are in line with a developmental attentional antagonism between text and body parts (touched objects and hands in particular), which resonates with recent findings regarding 'cortical recycling'. We discuss this and other potential mechanisms driving salience differences between children and adults.
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Affiliation(s)
- Marcel Linka
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany.
| | - Özlem Sensoy
- Department of Developmental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Harun Karimpur
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Gudrun Schwarzer
- Department of Developmental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Benjamin de Haas
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
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8
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von Salisch M, Voltmer K. A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial. Mindfulness (N Y) 2023; 14:1-14. [PMID: 37362187 PMCID: PMC10267544 DOI: 10.1007/s12671-023-02158-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/26/2023] [Indexed: 06/28/2023]
Abstract
Objectives In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students. Method In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention (n = 81) or participated in the active wait list control group (n = 65). Students were asked to nominate prosocial peers and to report on supportive peer relationships in their classrooms before (pretest) and after (posttest) the 9 weeks of the Breathing Break Intervention, and in a follow-up 5 months later. Results Mixed multilevel models indicated a group × sex × posttest interaction (t(211) = 2.64, p < 0.01) suggesting that girls in the intervention group were rated to be more prosocial by their peers at posttest than at pretest and than girls in the active control group when children's age and parents' education were accounted for. Supportive peer relationships in the active control group deteriorated between pretest and posttest, which occurred immediately before the second school lockdown due to the COVID-19 pandemic, whereas they remained the same in the intervention group (t(223) = 2.56, p < 0.05). Both effects were not maintained at follow-up, probably due to children's irregular school attendance during the lockdown. Conclusions Introducing a short daily breathing practice in primary school classrooms seems to be effective in maintaining supportive peer relationships and in stimulating girls' prosocial behavior. Preregistration The study was preregistered at aspredicted.org (#44925). Supplementary Information The online version contains supplementary material available at 10.1007/s12671-023-02158-9.
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Affiliation(s)
- Maria von Salisch
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
| | - Katharina Voltmer
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
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9
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Filip A, Białek A, Białecka-Pikul M. Both syntactic and pragmatic sentence adequacy matters for recursive theory of mind in 5-year-olds. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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10
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Salhi IS, Lancelot C, Marzouki Y, Souissi W, Besbes AN, Le Gall D, Bellaj T. Assessing the construct validity of a theory of mind battery adapted to Tunisian school-aged children. Front Psychiatry 2023; 14:974174. [PMID: 36970273 PMCID: PMC10035413 DOI: 10.3389/fpsyt.2023.974174] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 01/23/2023] [Indexed: 03/12/2023] Open
Abstract
Background Theory of mind (ToM) refers to the ability to understand others' states of mind, desires, emotions, beliefs, and intentions to predict the content of their mental representations. Two major dimensions within ToM have been studied. The first is the type of inferred mental state, which can be cognitive or affective. The second comprises the types of processes involved according to their degree of complexity (first- and second-order false belief and advanced ToM). ToM acquisition is fundamental-a key component in the development of everyday human social interactions. ToM deficits have been reported in various neurodevelopmental disorders through various tools assessing disparate facets of social cognition. Nevertheless, Tunisian practitioners and researchers lack a linguistically and culturally appropriate psychometric tool for ToM assessment among school-aged children. Objective To assess the construct validity of a translated and adapted French ToM Battery for Arabic-speaking Tunisian school-aged children. Methods The focal ToM Battery was designed with neuropsychological and neurodevelopmental theory and composed of 10 subtests distributed evenly in three parts: Pre-conceptual, cognitive, and affective ToM. Translated and adapted to the Tunisian sociocultural context, this ToM battery was individually administered to 179 neurotypical Tunisian children (90 girls and 89 boys) aged 7-12 years. Results After controlling for the age effect, construct validity was empirically confirmed on two dimensions (cognitive and affective) via structural equation modeling (SEM) analysis, demonstrating that this solution has a good fit. The results confirmed that the age affected differentially the performance obtained on ToM tasks based on the two components of the battery. Conclusion Our findings confirm that the Tunisian version of the ToM Battery has robust construct validity for the assessment of cognitive and affective ToM in Tunisian school-aged children; hence, it could be adopted in clinical and research settings.
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Affiliation(s)
- Imène Soumaya Salhi
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Céline Lancelot
- Laboratoire de Psychologie des Pays de la Loire (LPPL), Université d’Angers, Angers, France
| | - Yousri Marzouki
- Psychology Program, Department of Social Sciences, College of Arts and Sciences, Qatar University, Doha, Qatar
| | - Wided Souissi
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Aya Nejiba Besbes
- Tunis University, Department of Psychology, Faculty of Humanities at Tunis, Tunis, Tunisia
| | - Didier Le Gall
- Laboratoire de Psychologie des Pays de la Loire (LPPL), Centre Hospitalier Universitaire (CHU) d’Angers, Université d’Angers, Angers, France
| | - Tarek Bellaj
- Psychology Program, Department of Social Sciences, College of Arts and Sciences, Qatar University, Doha, Qatar
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11
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Misgav K, Chomsky A, Daniel E. Children's understanding of values as mental concepts: Longitudinal changes and association with theory of mind. SOCIAL DEVELOPMENT 2023. [DOI: 10.1111/sode.12666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Affiliation(s)
| | | | - Ella Daniel
- Tel‐Aviv University, Ramat Aviv Tel‐Aviv Israel
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12
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Samon SM, Rohlman D, Tidwell L, Hoffman PD, Oluyomi AO, Walker C, Bondy M, Anderson KA. Determinants of exposure to endocrine disruptors following hurricane Harvey. ENVIRONMENTAL RESEARCH 2023; 217:114867. [PMID: 36423664 PMCID: PMC9884094 DOI: 10.1016/j.envres.2022.114867] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 11/14/2022] [Accepted: 11/19/2022] [Indexed: 06/16/2023]
Abstract
Hurricane Harvey was a category four storm that induced catastrophic flooding in the Houston metropolitan area. Following the hurricane there was increased concern regarding chemical exposures due to damage caused by flood waters and emergency excess emissions from industrial facilities. This study utilized personal passive samplers in the form of silicone wristbands in Houston, TX to both assess chemical exposure to endocrine disrupting chemicals (EDCs) immediately after the hurricane and determine participant characteristics associated with higher concentrations of exposure. Participants from the Houston-3H cohort (n = 172) wore a wristband for seven days and completed a questionnaire to determine various flood-related and demographic variables. Bivariate and multivariate analysis indicated that living in an area with a high Area Deprivation Index (ADI) (indicative of low socioeconomic status), identifying as Black/African American or Latino, and living in the Houston neighborhoods of Baytown and East Houston were associated with increased exposure to EDCs. These results provide evidence of racial/ethnic and socioeconomic injustices in exposure to EDCs in the Houston Metropolitan Area. Since the multiple regression models conducted did not fully explain exposure (0.047 < R2 < 0.34), more research is needed on the direct sources of EDCs within this area to create effective exposure mitigation strategies.
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Affiliation(s)
- S M Samon
- Department of Environmental & Molecular Toxicology, Oregon State University, Corvallis, OR, USA.
| | - D Rohlman
- College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA
| | - L Tidwell
- Department of Environmental & Molecular Toxicology, Oregon State University, Corvallis, OR, USA
| | - P D Hoffman
- Department of Environmental & Molecular Toxicology, Oregon State University, Corvallis, OR, USA
| | - A O Oluyomi
- Section of Epidemiology and Population Sciences, Department of Medicine, Baylor College of Medicine, Houston, TX, USA; Gulf Coast Center for Precision Environmental Health, Baylor College of Medicine, Houston, TX, USA
| | - C Walker
- Gulf Coast Center for Precision Environmental Health, Baylor College of Medicine, Houston, TX, USA
| | - M Bondy
- Department of Epidemiology and Population Health, Stanford School of Medicine, Stanford University, Stanford, CA, USA
| | - K A Anderson
- Department of Environmental & Molecular Toxicology, Oregon State University, Corvallis, OR, USA.
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13
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Osterhaus C, Koerber S. The complex associations between scientific reasoning and advanced theory of mind. Child Dev 2023; 94:e18-e42. [PMID: 36321437 DOI: 10.1111/cdev.13860] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
This 6-wave longitudinal study (2014-2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abilities (0.39), mindreading skills (0.33), and parental education (0.36). In early elementary school, mindreading skills predicted scientific reasoning (0.15), but not vice versa; in late elementary school, bidirectional associations emerged (0.11-0.33). Our findings suggest that mindreading is a precursor for the development of scientific reasoning and that older children use scientific reasoning to revise their advanced theories of mind.
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14
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Obeid R, DeNigris D, Brooks PJ. Linking fine motor skills with theory of mind in school-age children. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221116863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children ( N = 62, mean age 8 years; 2 months, standard deviation [ SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody Picture Vocabulary Test), receptive grammar (Test for the Reception of Grammar), reading comprehension (Woodcock Reading Mastery Tests), verbal short-term (nonword repetition), and visual-spatial working memory (one-shape array memory). All variables except verbal short-term memory correlated with accuracy on theory of mind. In regression models, fine motor skills accounted for variance in theory of mind after controlling for age, language, and working memory. The results add to research linking fine motor skills with faux pas understanding, indicating the potentially broad impact of motor skills on social cognition. Given the cross-sectional study design, longitudinal research is warranted to address causality.
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15
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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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A systematic review and meta-analysis of social cognition training success across the healthy lifespan. Sci Rep 2022; 12:3544. [PMID: 35241715 PMCID: PMC8894472 DOI: 10.1038/s41598-022-07420-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 02/07/2022] [Indexed: 11/27/2022] Open
Abstract
Socio-cognitive abilities and challenges change across the healthy lifespan and are essential for successful human interaction. Identifying effective socio-cognitive training approaches for healthy individuals may prevent development of mental or physical disease and reduced quality of life. A systematic search was conducted in MEDLINE Ovid, Web of Science Core Collection, CENTRAL, and PsycInfo databases. Studies that investigated different socio-cognitive trainings for healthy individuals across the human lifespan assessing effects on theory of mind, emotion recognition, perspective taking, and social decision making were included. A random-effects pairwise meta-analysis was conducted. Risk-of-Bias was assessed using the Cochrane Risk-of-Bias-2-Tool. Twenty-three intervention studies with N = 1835 participants were included in the systematic review; twelve randomized controlled trials in the meta-analysis (N = 875). Socio-cognitive trainings differed regarding duration and content in different age groups, with theory of mind being the domain most frequently trained. Results of the meta-analysis showed that trainings were highly effective for improving theory of mind in children aged 3–5 years (SMD = 2.51 (95%CI: 0.48–4.53)), children aged 7–9 years (SMD = 2.71 (95%CI: − 0.28 to 5.71)), and older adults (SMD = 5.90 (95%CI: 2.77–9.02). Theory of mind training was highly effective in all investigated age-groups for improving theory of mind, yet, more research on transfer effects to other socio-cognitive processes and further investigation of training effects in other socio-cognitive domains (e.g., emotion recognition, visual perspective taking, social decision making) is needed. Identified characteristics of successful socio-cognitive trainings in different age groups may help designing future training studies for other populations. Registration:www.crd.york.ac.uk/PROSPERO/ (ID: CRD42020193297).
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Smogorzewska J, Osterhaus C. A matter of style? Parenting behaviors of mothers of typically-developing children, children with mild intellectual disability, and deaf or hard-of-hearing children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2039618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Sprung M, Burghardt J, Mazza M, Riffer F. Editorial: Misunderstanding Others: Theory of Mind in Psychological Disorders. Front Psychol 2022; 13:838853. [PMID: 35197910 PMCID: PMC8858823 DOI: 10.3389/fpsyg.2022.838853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Accepted: 01/14/2022] [Indexed: 12/01/2022] Open
Affiliation(s)
- Manuel Sprung
- Department of Psychology and Psychodynamics, Division of Clinical Psychology, Karl Landsteiner University of Health Sciences, Krems an der Donau, Austria
- Waldviertel Psychosomatic Center, Eggenburg, Austria
- *Correspondence: Manuel Sprung
| | | | - Monica Mazza
- Department of Applied Clinical Sciences and Biotechnology, University of L'Aquila, L'Aquila, Italy
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Koerber S, Osterhaus C. Does Advanced Theory of Mind Protect Primary-School Children from Loneliness? Longitudinal Relations from 9-10 Years. The Journal of Genetic Psychology 2021; 183:1-8. [PMID: 34751108 DOI: 10.1080/00221325.2021.1994913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Advanced theory of mind (AToM) has been associated with several socioemotional consequences, including loneliness. However, the empirical evidence for this relation is mixed, with some studies finding no significant associations. The present study aimed to replicate and extend previous cross-sectional work. Specifically, we investigated the longitudinal associations between AToM and loneliness in late primary school [from grade 3 (G3) to grade 4 (G4)] by assessing 122 children for AToM (social reasoning) skills, loneliness and self-esteem (aged 9.06 ± .33 years, mean ± SD; 68 girls, 54 boys). Regression analyses showed that G4 loneliness was predicted by G3 self-esteem (β = .231, p <.05). However, in contrast with earlier findings, neither concurrent nor longitudinal associations emerged between AToM (social reasoning) and loneliness, suggesting that AToM alone affects children's real-world social functioning less than currently assumed.
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Affiliation(s)
- Susanne Koerber
- Department of Psychology, Freiburg University of Education, Freiburg, Germany
| | - Christopher Osterhaus
- Developmental Psychology in Education, Faculty of Education and Social Sciences, University of Vechta, Vechta, Germany
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Lecce S, Devine RT. Theory of mind at school: Academic outcomes and the influence of the school context. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Sciences University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
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