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Keating J, Hashmi S, Vanderwert RE, Davies RM, Jones CRG, Gerson SA. Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample. Eur J Neurosci 2023. [PMID: 37731194 DOI: 10.1111/ejn.16144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 07/28/2023] [Accepted: 08/29/2023] [Indexed: 09/22/2023]
Abstract
Doll play may provide opportunities for children to rehearse social interactions, even when playing alone. Previous research has found that the posterior superior temporal sulcus (pSTS) was more engaged when children played with dolls alone, compared to playing with tablet games alone. Children's use of internal state language (ISL) about others was also associated with pSTS activity. As differences in social cognition are frequently observed in autistic people, we were interested in the brain and language correlates of doll play in children with varying levels of autistic traits. We investigated children's (N = 57, mean age = 6.72, SD = 1.53) use of ISL and their pSTS brain activity using functional near-infrared spectroscopy (fNIRS) as they played with dolls and tablet games, both alone and with a social partner. We also investigated whether there were any effects of autistic traits using the parent-report Autism Spectrum Quotient-Children's Version (AQ-Child). We found that the left pSTS was engaged more as children played with dolls or a tablet with a partner, and when playing with dolls alone, compared to when playing with a tablet alone. Relations between language and neural correlates of social processing were distinct based on the degree of autistic traits. For children with fewer autistic traits, greater pSTS activity was associated with using ISL about others. For children with more autistic traits, greater pSTS activity was associated with experimenter talk during solo play. These divergent pathways highlight the importance of embracing neurodiversity in children's play patterns to best support their development through play.
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Affiliation(s)
- Jennifer Keating
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Salim Hashmi
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Ross E Vanderwert
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
- Cardiff University Brain Research Imaging Centre (CUBRIC), School of Psychology, Cardiff University, Cardiff, UK
| | - Rhys M Davies
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Catherine R G Jones
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
| | - Sarah A Gerson
- Cardiff University Centre for Human Developmental Science (CUCHDS), School of Psychology, Cardiff University, Cardiff, UK
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Howe N, Paine AL, Leach J, Magazin E, Gilmore V, DeHart G. “The chug is coming through!” “There's two chuggas!”: A longitudinal study of the social function of imitation in children's play with siblings and friends. SOCIAL DEVELOPMENT 2023. [DOI: 10.1111/sode.12664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Affiliation(s)
- Nina Howe
- Concordia University Webster Library Montreal Canada
| | | | - Jamie Leach
- Mount Saint Vincent University HalifaxNova ScotiaCanada
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Li X, Chen J, Zhang Y. A study on the use of mental state terms in natural contexts of Chinese children aged 3 to 6 years. J Exp Child Psychol 2022; 222:105470. [PMID: 35714385 DOI: 10.1016/j.jecp.2022.105470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Revised: 03/18/2022] [Accepted: 03/19/2022] [Indexed: 11/17/2022]
Abstract
Chinese children's mental state terms were studied in a sample of 79 Chinese mother-child pairs (with children aged 3-6 years). Children's mental state term categories were calculated according to age, gender, and context as well as socioeconomic status (SES) variations. The study found that there were no significant age or gender differences in the Chinese children's mental state terms use during the 3- to 6-year stage and that the Chinese children's perception, disposition, and cognition terms were highly dependent on the use of particular words: "see" "like" and "know". After removing the highly dependent word "know," children's cognition terms showed significant age differences. Further research on disposition terms showed that with age negative terms displayed an increasing trend. In addition, the use of Chinese children's mental state terms was closely related to specific contexts. For example, references to volition occurred most often in the context of drawing, whereas references to cognition occurred when playing with blocks. Meanwhile, disposition terms were maintained at a minimum frequency in all contexts, although the picture book used in the reading context was embedded with many disposition cues. Moreover, there was no significant difference in the mental state terms of children aged 3 to 6 years with high and low SES. Furthermore, in addition to perception terms, mothers' mental state terms were significantly and positively related to children's mental state terms of the same type. These findings provide evidence for the developmental pattern of mentalization development and appropriate education for Chinese children aged 3 to 6 years.
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Affiliation(s)
- Xiaoyan Li
- College of Education, Wenzhou University, Wenzhou, Zhejiang 325035, China
| | - Junting Chen
- College of Education, Wenzhou University, Wenzhou, Zhejiang 325035, China
| | - Yumin Zhang
- College of Education, Fujian Normal University, Fuzhou, Fujian 350108, China.
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Engaged in play: Seven-year-olds’ engagement with the play frame when playing with toy figures and their engagement with the fictional world of a video game. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Hashmi S, Vanderwert RE, Paine AL, Gerson SA. Doll play prompts social thinking and social talking: Representations of internal state language in the brain. Dev Sci 2021; 25:e13163. [PMID: 34291541 DOI: 10.1111/desc.13163] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 06/21/2021] [Accepted: 06/24/2021] [Indexed: 11/29/2022]
Abstract
Doll play provides opportunities for children to practice social skills by creating imaginary worlds, taking others' perspectives, and talking about others' internal states. Previous research using functional near-infrared spectroscopy (fNIRS) found a region over the posterior superior temporal sulcus (pSTS) was more active during solo doll play than solo tablet play, implying that doll play might present opportunities for rehearsing theory of mind and empathy skills, even when playing alone. In this research, we addressed this more directly by investigating 4-8-year-old children's (N = 33) use of internal state language (ISL; i.e., references to emotions, desires, and cognitions) when playing with dolls and on tablets, both by themselves and with a social partner, and their associated brain activity in the pSTS using fNIRS. We found that children used more ISL about others when playing with dolls than when playing on tablets, particularly when they were playing alone. This mirrored the patterns seen in pSTS activity in previous research. When individual variability in ISL about others was considered, more ISL about others was linked to stronger pSTS activation. Thus, variability in pSTS activity during play is not about the perceptual or physical differences between toys (e.g., dolls are more human-like) but about what children think about when they engage in different kinds of play. This is the first research to investigate brain activity during spontaneously occurring ISL and indicates that children have a tendency to take and discuss others' perspectives during doll play, with implications for social processing in the brain. A video abstract of this article can be viewed at https://youtu.be/58HgxbuhBzU.
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Affiliation(s)
- Salim Hashmi
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Ross E Vanderwert
- School of Psychology, Cardiff University, Cardiff, UK.,School of Psychology, Cardiff University Centre for Human Developmental Science (CUCHDS), Cardiff, UK.,School of Psychology, Cardiff University Brain Research Imaging Centre (CUBRIC), Cardiff, UK
| | - Amy L Paine
- School of Psychology, Cardiff University, Cardiff, UK.,School of Psychology, Cardiff University Centre for Human Developmental Science (CUCHDS), Cardiff, UK
| | - Sarah A Gerson
- School of Psychology, Cardiff University, Cardiff, UK.,School of Psychology, Cardiff University Centre for Human Developmental Science (CUCHDS), Cardiff, UK
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Hashmi S, Paine AL, Hay DF. Seven-year-olds' references to internal states when playing with toy figures and a video game. INFANT AND CHILD DEVELOPMENT 2021; 30:e2223. [PMID: 34483746 PMCID: PMC8404204 DOI: 10.1002/icd.2223] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Revised: 09/28/2020] [Accepted: 02/24/2021] [Indexed: 11/18/2022]
Abstract
References to internal states (e.g., thoughts, feelings, and desires) indicate children's appreciation of people's inner worlds. Many children spend time playing video games; however, the nature of children's speech when doing so has received little attention. We investigated the use of internal state language (ISL) as 251 seven-year-olds played with toy figures and a video game designed for the study. Although children used ISL more when playing with toy figures, children used ISL in both contexts, highlighting video game play as a context where children demonstrate their appreciation of inner worlds. Children's speech in the two contexts differed in how ISL was used: references to children's own internal states were more common when playing the video game, and the characters' internal states more common when playing with the toy figures. These findings are discussed with reference to the format of the play activities affording different opportunities to discuss internal states. HIGHLIGHTS In traditional play children refer to internal states, however, it is unclear whether this occurs when they play video games.Children referred to internal states when playing with toy figures and a video game, but did so more with the toys.Children's video game play can be used as a new context for the study of children's social understanding.
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Affiliation(s)
- Salim Hashmi
- Department of PsychologyInstitute of Psychiatry, Psychology and Neuroscience, King's College LondonLondonUK
| | | | - Dale F. Hay
- School of PsychologyCardiff UniversityCardiffUK
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Paine AL, Karajian G, Hashmi S, Persram RJ, Howe N. “Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12488] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Affiliation(s)
- Amy L. Paine
- School of Psychology Cardiff University Cardiff UK
| | | | - Salim Hashmi
- Department of Psychology Institute of Psychiatry, Psychology and NeuroscienceKing’s College London London UK
| | - Ryan J. Persram
- Department of Educational and Counselling Psychology McGill University Montreal QC Canada
| | - Nina Howe
- Department of Education Concordia University Montreal QC Canada
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Caputi M, Cugnata F, Brombin C. Theory of mind and loneliness: Effects of a conversation‐based training at school. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2020; 56:257-265. [DOI: 10.1002/ijop.12707] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Accepted: 07/06/2020] [Indexed: 12/29/2022]
Affiliation(s)
- Marcella Caputi
- Department of Psychology University of Turin Turin Italy
- Department of Psychology Sigmund Freud University of Milan Milan Italy
| | - Federica Cugnata
- University Centre for Statistics in the Biomedical Sciences, Vita‐Salute San Raffaele University Milan Italy
| | - Chiara Brombin
- University Centre for Statistics in the Biomedical Sciences, Vita‐Salute San Raffaele University Milan Italy
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Paine AL, Cannings-John R, Channon S, Lugg-Widger F, Waters CS, Robling M. Assessing the impact of a family nurse-led intervention on young mothers' references to internal states. Infant Ment Health J 2020; 41:463-476. [PMID: 32045025 PMCID: PMC7497099 DOI: 10.1002/imhj.21849] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
A mother's propensity to refer to internal states during mother–child interactions is important for her child's developing social understanding. However, adolescent mothers are less likely to reference internal states when interacting with their children. We investigated whether young mothers’ references to internal states are promoted by the Family Nurse Partnership (FNP) intervention, an intensive home‐visiting programme designed to support adolescent mothers in England. We also investigated family, maternal, and child factors associated with young mothers’ references to inner states during interactions with their children. Adolescent mothers (n = 483, aged ≤ 19 years when recruited in pregnancy) and their children participated in an observational substudy of a randomized controlled trial investigating the impact of FNP compared to usual care. Mother–child dyads were video‐recorded during free play, and mothers’ speech was coded for use of internal state language (references to cognitions, desires, emotions, intentions, preferences, physiology, and perception). We found no differences in mothers’ use of internal state language between the FNP and usual care groups. A sample‐wide investigation identified that other features of mothers’ language and relationship status with the child's father were associated with internal state language use. Findings are discussed with reference to targeted interventions and implications for future research.
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Affiliation(s)
- Amy L Paine
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
| | | | - Susan Channon
- Centre for Trials Research, Cardiff University, Cardiff, UK
| | | | - Cerith S Waters
- Cardiff University Centre for Human Developmental Science, School of Psychology, Cardiff University, Cardiff, UK
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