keyword
MENU ▼
Read by QxMD icon Read
search

Theory of mind child*

keyword
https://www.readbyqxmd.com/read/28337952/prenatal-maternal-stress-shapes-children-s-theory-of-mind-the-qf2011-queensland-flood-study
#1
G Simcock, S Kildea, G Elgbeili, D P Laplante, V Cobham, S King
Research shows that stress in pregnancy has powerful and enduring effects on many facets of child development, including increases in behavior problems and neurodevelopmental disorders. Theory of mind is an important aspect of child development that is predictive of successful social functioning and is impaired in children with autism. A number of factors related to individual differences in theory of mind have been identified, but whether theory of mind development is shaped by prenatal events has not yet been examined...
March 24, 2017: Journal of Developmental Origins of Health and Disease
https://www.readbyqxmd.com/read/28322222/white-matter-maturation-is-associated-with-the-emergence-of-theory-of-mind-in-early-childhood
#2
Charlotte Grosse Wiesmann, Jan Schreiber, Tania Singer, Nikolaus Steinbeis, Angela D Friederici
The ability to attribute mental states to other individuals is crucial for human cognition. A milestone of this ability is reached around the age of 4, when children start understanding that others can have false beliefs about the world. The neural basis supporting this critical step is currently unknown. Here, we relate this behavioural change to the maturation of white matter structure in 3- and 4-year-old children. Tract-based spatial statistics and probabilistic tractography show that the developmental breakthrough in false belief understanding is associated with age-related changes in local white matter structure in temporoparietal regions, the precuneus and medial prefrontal cortex, and with increased dorsal white matter connectivity between temporoparietal and inferior frontal regions...
March 21, 2017: Nature Communications
https://www.readbyqxmd.com/read/28317384/exploring-possible-predictors-and-moderators-of-an-executive-function-training-for-children-with-an-autism-spectrum-disorder
#3
Marieke de Vries, Mathilde Ge Verdam, Pier Jm Prins, Ben A Schmand, Hilde M Geurts
Previously, a total of 121 children with an autism spectrum disorder (ASD) performed an adaptive working memory (WM)-training, an adaptive flexibility-training, or a non-adaptive control (mock)-training. Despite overall improvement, there were minor differences between the adaptive and mock-training conditions. Moreover, dropout was relatively high (26%). In the current study we explored potential predicting and moderating factors to clarify these findings. The effects of intelligence, autism traits, WM, flexibility, reward sensitivity and Theory of Mind on dropout, improvement during training, and improvement in everyday executive functioning (EF), ASD-like behavior, and Quality of Life (QoL) were studied...
March 1, 2017: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/28317119/mind-the-baby-the-role-of-the-nanny-in-infant-observation
#4
Jessica Yakeley
The influence of nannies and other significant caregivers on a child's psychological and emotional development may be profound and if unrecognized may contribute to psychopathology in adulthood. However, the significance of the nanny has been relatively neglected within the psychoanalytic literature. In this paper I will discuss the impact of early caregivers other than the biological mother on the psychic development of the child, and the role of the nanny within the family dynamics as a figure attracting powerful unconscious phantasies and unwanted projections...
March 19, 2017: International Journal of Psycho-analysis
https://www.readbyqxmd.com/read/28306483/preschool-fantasy-reality-discrimination-influences-of-trait-and-primed-fearfulness
#5
Aleksandra V Petkova, Kathleen M Cain
Distinguishing between fantasy and reality is an important developmental milestone, achieved in the preschool years, that has been linked to children's cognitive capabilities and emotional knowledge. The authors examined the influence of both trait and prime fearfulness on preschoolers' ability to differentiate between fantastic and real situations. Forty 3-5-year-old preschoolers were administered a fearfulness assessment, a standard theory-of-mind task, and a fantasy-reality discrimination task (with or without a fear prime)...
March 17, 2017: Journal of Genetic Psychology
https://www.readbyqxmd.com/read/28303423/theory-of-mind-predominantly-associated-with-the-quality-not-quantity-of-pretend-play-in-children-with-autism-spectrum-disorder
#6
Shu-Kai Lin, Ching-Hong Tsai, Hsing-Jung Li, Chien-Yu Huang, Kuan-Lin Chen
This study aimed to clarify the relationships between theory of mind and pretend play in children with autism spectrum disorder, using refined assessments of theory of mind and pretend play while controlling for autistic behaviors and verbal comprehension. A total of 92 children with autism spectrum disorder aged 4-10 years were enrolled. In two visits, the children were assessed with the Theory of Mind Task Battery, the Child-Initiated Pretend Play Assessment, the Childhood Autism Rating Scale, and the Verbal Comprehension Index of the Wechsler Intelligence Scales, respectively, for their theory of mind, pretend play performance, autistic behaviors, and verbal comprehension...
March 16, 2017: European Child & Adolescent Psychiatry
https://www.readbyqxmd.com/read/28296527/pragmatics-of-language-and-theory-of-mind-in-children-with-dyslexia-with-associated-language-difficulties-or-nonverbal-learning-disabilities
#7
Ramona Cardillo, Ricardo Basso Garcia, Irene C Mammarella, Cesare Cornoldi
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli...
March 15, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28293206/five-year-olds-systematic-errors-in-second-order-false-belief-tasks-are-due-to-first-order-theory-of-mind-strategy-selection-a-computational-modeling-study
#8
Burcu Arslan, Niels A Taatgen, Rineke Verbrugge
The focus of studies on second-order false belief reasoning generally was on investigating the roles of executive functions and language with correlational studies. Different from those studies, we focus on the question how 5-year-olds select and revise reasoning strategies in second-order false belief tasks by constructing two computational cognitive models of this process: an instance-based learning model and a reinforcement learning model. Unlike the reinforcement learning model, the instance-based learning model predicted that children who fail second-order false belief tasks would give answers based on first-order theory of mind (ToM) reasoning as opposed to zero-order reasoning...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28290269/trajectories-of-child-externalizing-problems-between-ages-3-and-10-years-contributions-of-children-s-early-effortful-control-theory-of-mind-and-parenting-experiences
#9
Sheryl L Olson, Daniel Ewon Choe, Arnold J Sameroff
Preventing problem behavior requires an understanding of earlier factors that are amenable to intervention. The main goals of our prospective longitudinal study were to trace trajectories of child externalizing behavior between ages 3 and 10 years, and to identify patterns of developmentally significant child and parenting risk factors that differentiated pathways of problem behavior. Participants were 218 3-year-old boys and girls who were reassessed following the transition to kindergarten (age 5-6 years) and during the late school-age years (age 10)...
March 14, 2017: Development and Psychopathology
https://www.readbyqxmd.com/read/28271499/inferring-beliefs-and-desires-from-emotional-reactions-to-anticipated-and-observed-events
#10
Yang Wu, Laura E Schulz
Researchers have long been interested in the relation between emotion understanding and theory of mind. This study investigates a cue to mental states that has rarely been investigated: the dynamics of valenced emotional expressions. When the valence of a character's facial expression was stable between an expected and observed outcome, children (N = 122; M = 5.0 years) recovered the character's desires but did not consistently recover her beliefs. When the valence changed, older but not younger children recovered both the characters' beliefs and desires...
March 8, 2017: Child Development
https://www.readbyqxmd.com/read/28262934/children-s-sharing-behavior-in-mini-dictator-games-the-role-of-in-group-favoritism-and-theory-of-mind
#11
Jing Yu, Liqi Zhu, Alan M Leslie
This study investigated the motivational and social-cognitive foundations (i.e., inequality aversion, in-group bias, and theory of mind) that underlie the development of sharing behavior among 3- to 9-year-old Chinese children (N = 122). Each child played two mini-dictator games against an in-group member (friend) and an out-group member (stranger) to divide four stickers. Results indicated that there was a small to moderate age-related increase in children's egalitarian sharing with strangers, whereas the age effect was moderate to large in interactions with friends...
November 2016: Child Development
https://www.readbyqxmd.com/read/28261144/parallel-distinct-structures-of-internal-world-and-external-reality-disavowing-and-re-claiming-the-self-identity-in-the-aftermath-of-trauma-generated-dissociation
#12
Vedat Şar
The nature of consciousness and the autonomy of the individual's mind have been a focus of interest throughout the past century and inspired many theories and models. Revival of studies on psychological trauma and dissociation, which remained outside mainstream psychiatry, psychology, and psychoanalysis for the most part of the past century, has provided a new opportunity to revisit this intellectual and scientific endeavor. This paper attempts to integrate a series of empirical and theoretical studies on psychological consequences of developmental traumatization, which may yield further insight into factors which threaten the integrity of human consciousness...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28260812/expanding-the-developmental-models-of-writing-a-direct-and-indirect-effects-model-of-developmental-writing-diew
#13
Young-Suk Grace Kim, Christopher Schatschneider
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i...
2017: Journal of Educational Psychology
https://www.readbyqxmd.com/read/28256697/-discriminatory-power-of-executive-functions-and-of-theory-of-mind-in-attention-deficit-hyperactivity-disorder-rationale-for-intervention
#14
A Miranda-Casas, C Berenguer-Forner, B Rosello-Miranda, I Baixauli-Fortea, R Rosello-Miranda, C Colomer-Diago
INTRODUCTION: Executive functions and theory of mind (ToM) deficits are present in children with attention deficit hyperactivity disorder (ADHD). Identifying the magnitude of the association between executive functions and ToM is important for understanding the disorder. AIMS: This study adopts a naturalistic evaluation approach to analyze the executive functions versus ToM ability to discriminate between children with ADHD and typically developing children and to identify the degree of association between deficits in the components of executive functions (behavioral regulation and metacognitive) and ToM...
February 24, 2017: Revista de Neurologia
https://www.readbyqxmd.com/read/28237421/theory-of-mind-emotional-and-social-functioning-and-motor-severity-in-children-and-adolescents-with-dystonic-cerebral-palsy
#15
Dolapo Adegboye, Annette Sterr, Jean-Pierre Lin, Tamsin J Owen
AIMS: This cross-sectional study aimed to investigate whether children and adolescents with dystonic cerebral palsy (CP) present with emotional and social difficulties along side motor limitations. PARTICIPANTS/MEASURES: Twenty-two verbal and nonverbal children and adolescents with dystonic CP were compared with a normative sample of twenty children and adolescents on measures of theory of mind (ToM), emotion regulation (ER), and social difficulties (SD). RESULTS: Higher social and emotional difficulties were found in the dystonic CP group compared to the control group...
January 31, 2017: European Journal of Paediatric Neurology: EJPN
https://www.readbyqxmd.com/read/28221086/cassandra-s-regret-the-psychology-of-not-wanting-to-know
#16
Gerd Gigerenzer, Rocio Garcia-Retamero
Ignorance is generally pictured as an unwanted state of mind, and the act of willful ignorance may raise eyebrows. Yet people do not always want to know, demonstrating a lack of curiosity at odds with theories postulating a general need for certainty, ambiguity aversion, or the Bayesian principle of total evidence. We propose a regret theory of deliberate ignorance that covers both negative feelings that may arise from foreknowledge of negative events, such as death and divorce, and positive feelings of surprise and suspense that may arise from foreknowledge of positive events, such as knowing the sex of an unborn child...
March 2017: Psychological Review
https://www.readbyqxmd.com/read/28220359/mothers-and-children-s-story-telling-a-study-of-dyads-with-typically-developing-children-and-children-with-asd
#17
Tiffany L Hutchins, Chelsea Deraway, Patricia Prelock, Ana O'Neill
The production of specific mental state terms types and functions by caregivers and their TD children and caregivers and their children with ASD were assessed in two contexts: a parent's story-telling task and a child's story-telling task. Caregivers of children with ASD produced less causal talk and proportionally less desire and cognitive talk than did caregivers of TD children. When focusing only on variation in our ASD sample, caregivers' and children's production of different mental state references varied with context and were predicted by different child characteristics (i...
February 20, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/28220087/mental-state-understanding-in-children-with-agenesis-of-the-corpus-callosum
#18
Beatrix Lábadi, Anna M Beke
Impaired social functioning is a well-known outcome of individuals with agenesis of the corpus callosum. Social deficits in nonliteral language comprehension, humor, social reasoning, and recognition of facial expression have all been documented in adults with agenesis of the corpus callosum. In the present study, we examined the emotional and mentalizing deficits that contributing to the social-cognitive development in children with isolated corpus callosum agenesia, including emotion recognition, theory of mind, executive function, working memory, and behavioral impairments as assessed by the parents...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28217944/longitudinal-relations-between-children-s-cognitive-and-affective-theory-of-mind-with-reactive-and-proactive-aggression
#19
Gina Austin, Rebecca Bondü, Birgit Elsner
Aggression may be performed for different reasons, such as defending oneself (reactive aggression) or to reach egoistic aims (proactive aggression). It is a widely accepted notion that a lack of theory of mind (ToM) as a basic social competence should be linked to higher aggression, but findings on the developmental links between ToM and different functions of aggression have been inconsistent. One reason for this may be the failure of taking the bi-dimensionality of both ToM (cognitive vs. affective) and aggression (reactive vs...
February 20, 2017: Aggressive Behavior
https://www.readbyqxmd.com/read/28215391/childhood-trauma-related-alterations-in-brain-function-during-a-theory-of-mind-task-in-schizophrenia
#20
Yann Quidé, Xin H Ong, Sebastian Mohnke, Knut Schnell, Henrik Walter, Vaughan J Carr, Melissa J Green
Childhood trauma is a risk factor for schizophrenia that affects brain functions associated with higher cognitive processes, including social cognition. Alterations in Theory-of-Mind (ToM), or mentalizing skills, are a hallmark feature of schizophrenia, and are also evident in individuals exposed to childhood trauma. However, the impact of childhood trauma exposure on brain function during social cognition in schizophrenia remains unclear. We thus examined the association between childhood trauma and brain function during the performance of a ToM task in 47 patients diagnosed with schizophrenia or schizoaffective disorder...
February 15, 2017: Schizophrenia Research
keyword
keyword
82597
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"