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Modirrousta A, Harris YR. Parental strategies to promote theory of mind development in autistic children of color. Front Psychol 2024; 15:1347504. [PMID: 38699568 PMCID: PMC11064013 DOI: 10.3389/fpsyg.2024.1347504] [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: 11/30/2023] [Accepted: 03/22/2024] [Indexed: 05/05/2024] Open
Abstract
Introduction Autism Spectrum Disorder is characterized by an impaired ability to take other people's perspectives, which is known as theory of mind. However, little is known about how theory of mind exhibits itself in autistic children of color and how parents foster their child's developmental skills in communities of color. Methods Two interviews were created to assess how parents appraise their child's developmental skills and help their child grow: a perspective-teaching interview and a general developmental skills interview. Four families participated in the study; three children were African American or mixed, while one had an Asian mother. Parents were asked how their child exhibited various developmental skills and how they helped their child with those milestones. Results Parents pointed at similar delays in theory of mind and other developmental skills, such as turn-taking and reading faces. They also provided similar strategies to teach those abilities, such as modeling and reinforcements. Several insights and common themes were found regarding autistic behaviors their children expressed and how those affected their parenting experiences. Discussion These findings allow for a better understanding of parents' experiences raising autistic children of color; future research could expand on their stories and create interventions tailored to these underrepresented communities.
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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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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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Devine RT, Grumley Traynor I, Ronchi L, Lecce S. Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds. Child Dev 2024. [PMID: 38429980 DOI: 10.1111/cdev.14085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2024]
Abstract
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
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Affiliation(s)
- Rory T Devine
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Imogen Grumley Traynor
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Luca Ronchi
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
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Shao Z, Bezmylov MM, Shynkaruk OA. Individual characteristics of physical and mental development and their connection with regular physical exercises when playing basketball. CURRENT PSYCHOLOGY 2022; 42:1-10. [PMID: 36105743 PMCID: PMC9461444 DOI: 10.1007/s12144-022-03692-w] [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: 05/31/2022] [Revised: 08/19/2022] [Accepted: 08/22/2022] [Indexed: 11/28/2022]
Abstract
Basketball includes a wide range of physical actions with and without the ball, which puts forward certain requirements for motor fitness, moral, volitional and mental qualities, as well as creativity and decision-making skills in rapidly changing and often unforeseen circumstances. The scientific novelty is determined by the fact that in order to categorically define the term of "features of physical and mental development and their connection with regular physical exercise", the authors analysed the works of leading scientists on the theory and methods of physical education, grouped by the authors in accordance with the main concepts. The aim of the article is to study of the phenomenon of physical culture of the student's personality, namely, the targets of the modern system of physical education and the structure of personal physical culture of a person; the humanisation and democratisation of the system of physical education; the development of the concept of the theory of physical culture and its implementation in the conditions of reformation of higher education. The practical significance of the study is determined by the fact that the elements of basketball are included in the programmes of physical education of preschool children, in the curricula for physical culture of all degrees of general secondary education (primary, secondary, high school), in the programme for physical education of higher education institutions.
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Affiliation(s)
- Zhigong Shao
- Department on Innovation and Information Technologies in Physical Culture and Sport, National University of Physical Education and Sport of Ukraine, 1 Fizkultury Str, 03150 Kyiv, Ukraine
| | - Mykola M. Bezmylov
- Department on Innovation and Information Technologies in Physical Culture and Sport, National University of Physical Education and Sport of Ukraine, 1 Fizkultury Str, 03150 Kyiv, Ukraine
| | - Oksana A. Shynkaruk
- Department on Innovation and Information Technologies in Physical Culture and Sport, National University of Physical Education and Sport of Ukraine, 1 Fizkultury Str, 03150 Kyiv, Ukraine
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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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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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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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Molina Roldán S, Marauri J, Aubert A, Flecha R. How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Front Psychol 2021; 12:661427. [PMID: 33995221 PMCID: PMC8116690 DOI: 10.3389/fpsyg.2021.661427] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 04/07/2021] [Indexed: 11/13/2022] Open
Abstract
Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.
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Affiliation(s)
| | - Jesús Marauri
- Faculty of Psychology and Education, University of Deusto, Bilbao, Spain
| | - Adriana Aubert
- Department of Sociology, University of Barcelona, Barcelona, Spain
| | - Ramon Flecha
- Department of Sociology, University of Barcelona, Barcelona, Spain
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