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https://www.readbyqxmd.com/read/29437299/proneness-to-guilt-shame-and-pride-in-children-with-autism-spectrum-disorders-and-neurotypical-children
#1
Denise Davidson, Elizabeth Hilvert, Ieva Misiunaite, Michael Giordano
Self-conscious emotions (e.g., guilt, shame, and pride) are complex emotions that require self-reflection and self-evaluation, and are thought to facilitate the maintenance of societal norms and personal standards. Despite the importance of self-conscious emotions, most research has focused on basic emotion processing in children with Autism Spectrum Disorders (ASD). Therefore, in the present study, we used the Test of Self-Conscious Affect for Children (TOSCA-C) to assess proneness to, or propensity to experience, the self-conscious emotions guilt, shame, and pride in children with ASD and neurotypical children...
February 13, 2018: Autism Research: Official Journal of the International Society for Autism Research
https://www.readbyqxmd.com/read/29410608/toward-a-neuroscience-of-adult-cognitive-developmental-theory
#2
Fady Girgis, Darrin J Lee, Amir Goodarzi, Jochen Ditterich
Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several "neo-Piagetian" theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious...
2018: Frontiers in Neuroscience
https://www.readbyqxmd.com/read/29389153/can-an-unpredictable-childhood-environment-enhance-working-memory-testing-the-sensitized-specialization-hypothesis
#3
Ethan S Young, Vladas Griskevicius, Jeffry A Simpson, Theodore E A Waters, Chiraag Mittal
Although growing up in an adverse childhood environment tends to impair cognitive functions, evolutionary-developmental theory suggests that this might be only one part of the story. A person's mind may instead become developmentally specialized and potentially enhanced for solving problems in the types of environments in which the person grew up. In the current research, we tested whether these specialized advantages in cognitive function might be sensitized to emerge in currently uncertain contexts. We refer to this as the sensitized-specialization hypothesis...
February 1, 2018: Journal of Personality and Social Psychology
https://www.readbyqxmd.com/read/29350832/the-developmental-trinity-of-mind-cognizance-executive-control-and-reasoning
#4
REVIEW
Andreas Demetriou, Nikolaos Makris, Smaragda Kazi, George Spanoudis, Michael Shayer
This paper summarizes research on how cognizance, that is, awareness of mental processes, interacts with executive control and reasoning from childhood to adolescence. Central positions are that (a) cognizance changes extensively with age; (b) it contributes to the formation of executive control, and (c) mediates between executive control and reasoning. Cognizance recycles with changes in executive and inferential possibilities in four developmental cycles: it registers their present state, yielding insight into their operation, allowing their better management; this catalyzes their transformation into the next level...
January 19, 2018: Wiley Interdisciplinary Reviews. Cognitive Science
https://www.readbyqxmd.com/read/29342210/effects-of-theory-of-mind-performance-training-on-reducing-bullying-involvement-in-children-and-adolescents-with-high-functioning-autism-spectrum-disorder
#5
Meng-Jung Liu, Le-Yin Ma, Wen-Jiun Chou, Yu-Min Chen, Tai-Ling Liu, Ray C Hsiao, Huei-Fan Hu, Cheng-Fang Yen
Bullying involvement is prevalent among children and adolescents with autism spectrum disorder (ASD). This study examined the effects of theory of mind performance training (ToMPT) on reducing bullying involvement in children and adolescents with high-functioning ASD. Children and adolescents with high-functioning ASD completed ToMPT (n = 26) and social skills training (SST; n = 23) programs. Participants in both groups and their mothers rated the pretraining and posttraining bullying involvement of participants on the Chinese version of the School Bullying Experience Questionnaire...
2018: PloS One
https://www.readbyqxmd.com/read/29336032/my-mind-your-mind-and-god-s-mind-how-children-and-adults-conceive-of-different-agents-moral-beliefs
#6
Larisa Heiphetz, Jonathan D Lane, Adam Waytz, Liane L Young
Extending prior research on belief attributions, we investigated the extent to which 5- to 8-year-olds and adults distinguish their beliefs and other humans' beliefs from God's beliefs. In Study 1, children reported that all agents held the same beliefs, whereas adults drew greater distinctions among agents. For example, adults reported that God was less likely than humans to view behaviors as morally acceptable. Study 2 additionally investigated attributions of beliefs about controversial behaviours (e.g., telling prosocial lies) and belief stability...
January 16, 2018: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/29331664/children-exhibit-different-performance-patterns-in-explicit-and-implicit-theory-of-mind-tasks
#7
Nese Oktay-Gür, Alexandra Schulz, Hannes Rakoczy
Three studies tested scope and limits of children's implicit and explicit theory of mind. In Studies 1 and 2, three- to six-year-olds (N = 84) were presented with closely matched explicit false belief tasks that differed in whether or not they required an understanding of aspectuality. Results revealed that children performed equally well in the different tasks, and performance was strongly correlated. Study 3 tested two-year-olds (N = 81) in implicit interactive versions of these tasks and found evidence for dis-unity: children performed competently only in those tasks that did not require an understanding of aspectuality...
January 11, 2018: Cognition
https://www.readbyqxmd.com/read/29324244/how-social-status-influences-our-understanding-of-others-mental-states
#8
Michael T Rizzo, Melanie Killen
The current study investigated whether children's relative social status within a context influences their ability to identify others' mental states. Across two experiments, 3- to 7-year-olds (N = 103) were randomly assigned to hold either an advantaged or disadvantaged social status and were assessed on their ability to accurately identify others' mental states (via false-belief and belief-emotion "theory of mind" assessments). When participants' status was manipulated by a structural factor (gender; Experiment 1), participants with disadvantaged status were more likely than participants with advantaged status to pass the false-belief and belief-emotion assessments...
January 8, 2018: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/29306056/subclinical-maternal-depressive-symptoms-modulate-right-inferior-frontal-response-to-inferring-affective-mental-states-of-adults-but-not-of-infants
#9
Koji Shimada, Ryoko Kasaba, Takashi X Fujisawa, Nobuko Sakakibara, Shinichiro Takiguchi, Akemi Tomoda
BACKGROUND: Being a mother of young children increases the risk of depression characterised by deficits in inferring what a person is feeling, i.e., affective theory of mind (aToM). Despite the adverse consequences for mothers, children, families, and society as a whole, little is known of how the brain functions underlying aToM ability are affected by subclinical maternal depressive symptoms, and act as a risk indicator for major depressive disorders (MDD). METHODS: Thirty healthy mothers with varying levels of depressive symptoms underwent functional magnetic resonance imaging (fMRI) while performing mind-reading tasks based on the emotional expressions of adult eyes and infant faces...
December 26, 2017: Journal of Affective Disorders
https://www.readbyqxmd.com/read/29277240/-a-mentalization-based-perspective-on-childhood-autism-treatment
#10
M Thevenet, C Dondé, R Machabert, L Ancona, C Jost, N Georgieff
Mentalization is a process by which a subject makes sense of both his own mental representations and of those around him. Disturbances in the mentalization process are found in several psychiatric disorders, notably borderline personality disorders for which mentalization-based treatments (MBT) have been developed and evaluated. Children with Autism Spectrum Disorder (ASD) display a theory of mind impairments, which corresponds to disturbances in the mentalization process. Although no MBT protocol for patients with ASD has been described in the literature, such treatment appears promising to improve theory of mind and functional outcome of these children...
December 22, 2017: L'Encéphale
https://www.readbyqxmd.com/read/29243197/dimensional-latent-structure-of-early-disruptive-behavior-disorders-a-taxometric-analysis-in-preschoolers
#11
Sören Kliem, Nina Heinrichs, Anna Lohmann, Regina Bussing, Gudrun Schwarzer, Wolfgang Briegel
Although disruptive behavior disorders (DBDs) are used as a distinct categorical diagnosis in clinical practice, they have repeatedly been described as having a dimensional structure in taxometric analyses. In the current study the authors analyzed the latent status of disruptive behaviors (DB) in a large sample (N = 2,808) of German preschool children (2-6 years old, mean age 53.7 months, SD = 13.5, 48.4% girls). The Eyberg Child Behavior Inventory (ECBI) as well as the Strengths and Difficulties Questionnaire (SDQ) were used to compile indicators of the DB core dimensions (Temper Loss, Aggression, Noncompliance, and Low Concern for others)...
December 15, 2017: Journal of Abnormal Child Psychology
https://www.readbyqxmd.com/read/29219104/adherence-to-24-hour-movement-guidelines-for-the-early-years-and-associations-with-social-cognitive-development-among-australian-preschool-children
#12
Dylan P Cliff, Jade McNeill, Stewart A Vella, Steven J Howard, Rute Santos, Marijka Batterham, Edward Melhuish, Anthony D Okely, Marc de Rosnay
BACKGROUND: The new Australian 24-Hour Movement Guidelines for the Early Years recommend that, for preschoolers, a healthy 24-h includes: i) ≥180 min of physical activity, including ≥60 min of energetic play, ii) ≤1 h of sedentary screen time, and iii) 10-13 h of good quality sleep. Using an Australian sample, this study reports the proportion of preschool children meeting these guidelines and investigates associations with social-cognitive development. METHODS: Data from 248 preschool children (mean age = 4...
November 20, 2017: BMC Public Health
https://www.readbyqxmd.com/read/29209258/syntactic-and-story-structure-complexity-in-the-narratives-of-high-and-low-language-ability-children-with-autism-spectrum-disorder
#13
Eleni Peristeri, Maria Andreou, Ianthi M Tsimpli
Although language impairment is commonly associated with the autism spectrum disorder (ASD), the Diagnostic Statistical Manual no longer includes language impairment as a necessary component of an ASD diagnosis (American Psychiatric Association, 2013). However, children with ASD and no comorbid intellectual disability struggle with some aspects of language whose precise nature is still outstanding. Narratives have been extensively used as a tool to examine lexical and syntactic abilities, as well as pragmatic skills in children with ASD...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29172568/tone-series-and-the-nature-of-working-memory-capacity-development
#14
Katherine M Clark, Kyle O Hardman, Todd R Schachtman, J Scott Saults, Bret A Glass, Nelson Cowan
Recent advances in understanding visual working memory, the limited information held in mind for use in ongoing processing, are extended here to examine auditory working memory development. Research with arrays of visual objects has shown how to distinguish the capacity, in terms of the number of objects retained, from the precision of the object representations. We adapt the technique to sequences of nonmusical tones, in an investigation including children (6-13 years, N = 84) and adults (26-50 years, N = 31)...
November 27, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/29161137/pragmatic-competence-of-children-with-autism-spectrum-disorder-impact-of-theory-of-mind-verbal-working-memory-adhd-symptoms-and-structural-language
#15
Inmaculada Baixauli-Fortea, Ana Miranda Casas, Carmen Berenguer-Forner, Carla Colomer-Diago, Belén Roselló-Miranda
The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators. To this end, children with ASD will be compared to children with typical development (TD), controlling the effects of sex and structural language (speech, syntax, semantics, coherence)...
November 21, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/29159579/examining-the-effectiveness-of-naturalistic-social-skills-training-in-developing-social-skills-and-theory-of-mind-in-preschoolers-with-asd
#16
Grzegorz Szumski, Joanna Smogorzewska, Paweł Grygiel, Ann-Marie Orlando
We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations...
November 20, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/29156240/mental-files-theory-of-mind-when-do-children-consider-agents-acquainted-with-different-object-identities
#17
Michael Huemer, Josef Perner, Brian Leahy
Mental files theory explains why children pass many perspective taking tasks like the false belief test around age 4 (Perner & Leahy, 2016). It also explains why older children struggle to understand that beliefs about an object depend on how one is acquainted with it (intensionality or aspectuality). If Heinz looks at an object that is both a die and an eraser, but cannot tell by looking that it is an eraser, he will not reach for it if he needs an eraser. Four- to 6-year olds find this difficult (Apperly & Robinson, 1998)...
November 16, 2017: Cognition
https://www.readbyqxmd.com/read/29154654/variety-in-parental-use-of-want-relates-to-subsequent-growth-in-children-s-theory-of-mind
#18
Ted Ruffman, Aastha Puri, Olivia Galloway, Japher Su, Mele Taumoepeau
In 2 cross-lagged, longitudinal studies we contrasted parental talk about want in a single context versus multiple contexts. Study 1 examined thirty-two 2 year olds, with mothers describing pictures to children. Mothers could use want in zero, one, or multiple contexts. Children whose mothers used want in multiple contexts experienced a significantly larger gain in mental state terms over a 6-month period. Study 2 examined 50 preschoolers, measuring theory of mind (ToM) with tasks and mental state terms, then had parents intervene by reading booklets in which want was used in 1 or multiple contexts...
November 20, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/29154651/reducing-the-language-content-in-tom-tests-a-developmental-scale
#19
Morgane Burnel, Marcela Perrone-Bertolotti, Anne Reboul, Monica Baciu, Stephanie Durrleman
The goal of the current study was to statistically evaluate the reliable scalability of a set of tasks designed to assess Theory of Mind (ToM) without language as a confounding variable. This tool might be useful to study ToM in populations where language is impaired or to study links between language and ToM. Low verbal versions of the ToM tasks proposed by Wellman and Liu (2004) for their scale were tested in 234 children (2.5 years to 11.9 years). Results showed that 5 of the tasks formed a scale according to both Guttman and Rasch models whereas all 6 tasks could form a scale according to the Rasch model only...
November 20, 2017: Developmental Psychology
https://www.readbyqxmd.com/read/29154648/nimble-negotiators-how-theory-of-mind-tom-interconnects-with-persuasion-skills-in-children-with-and-without-tom-delay
#20
Candida C Peterson, Virginia Slaughter, Henry M Wellman
Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder (ASD). High-level, informationally rich persuasive arguments increased with age in all groups in both studies, as did ToM. In both studies, ToM scores predicted persuasion skill over and above age, language ability, and deafness/ASD status...
November 20, 2017: Developmental Psychology
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