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https://www.readbyqxmd.com/read/28636093/introspection-plays-an-early-role-in-children-s-explicit-theory-of-mind-development
#1
Christopher R Gonzales, William V Fabricius, Anne S Kupfer
This study assessed children's (N = 236) ability to introspect the mental states of seeing and knowing relative to their ability to attribute each state to others. Children could introspect seeing 10 months before they could introspect knowing. Two- and 3-year-olds correctly reported their own seeing states, whereas 3- and 4-year-olds correctly reported their own knowing states. For each mental state, there was a 7-month difference before children could correctly attribute that state to another. These findings indicate that knowing is more difficult to introspect than seeing and that the ability to introspect each mental state emerges prior to the ability to correctly attribute them to others...
June 21, 2017: Child Development
https://www.readbyqxmd.com/read/28628794/neurological-soft-signs-but-not-theory-of-mind-and-emotion-recognition-deficit-distinguished-children-with-adhd-from-healthy-control
#2
Mariabernarda Pitzianti, Clementina Grelloni, Livia Casarelli, Elisa D'Agati, Simonetta Spiridigliozzi, Paolo Curatolo, Augusto Pasini
Attention Deficit Hyperactivity Disorder (ADHD) is associated with social cognition impairment, executive dysfunction and motor abnormalities, consisting in the persistence of neurological soft signs (NSS). Theory of mind (ToM) and emotion recognition (ER) deficit of children with ADHD have been interpreted as a consequence of their executive dysfunction, particularly inhibitory control deficit. To our knowledge, there are not studies that evaluate the possible correlation between the ToM and ER deficit and NSS in the population with ADHD, while this association has been studied in other psychiatric disorders, such as schizophrenia...
June 12, 2017: Psychiatry Research
https://www.readbyqxmd.com/read/28626432/visible-social-interactions-do-not-support-the-development-of-false-belief-understanding-in-the-absence-of-linguistic-input-evidence-from-deaf-adult-homesigners
#3
Deanna L Gagne, Marie Coppola
Congenitally deaf individuals exhibit enhanced visuospatial abilities relative to normally hearing individuals. An early example is the increased sensitivity of deaf signers to stimuli in the visual periphery (Neville and Lawson, 1987a). While these enhancements are robust and extend across a number of visual and spatial skills, they seem not to extend to other domains which could potentially build on these enhancements. For example, congenitally deaf children, in the absence of adequate language exposure and acquisition, do not develop typical social cognition skills as measured by traditional Theory of Mind tasks...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28625683/a-developmental-and-clinical-perspective-of-rhythmic-interpersonal-coordination-from-mimicry-toward-the-interconnection-of-minds
#4
Jean Xavier, Julien Magnat, Alain Sherman, Soizic Gauthier, David Cohen, Laurence Chaby
Imitation plays a critical role in the development of intersubjectivity and serves as a prerequisite for understanding the emotions and intentions of others. In our review, we consider spontaneous motor imitation between children and their peers as a developmental process involving repetition and perspective-taking as well as flexibility and reciprocity. During childhood, this playful dynamic challenges developing visuospatial abilities and requires temporal coordination between partners. As such, we address synchrony as form of communication and social signal per se, that leads, from an experience of similarity, to the interconnexion of minds...
June 15, 2017: Journal of Physiology, Paris
https://www.readbyqxmd.com/read/28623778/are-there-signature-limits-in-early-theory-of-mind
#5
Ella Fizke, Stephen Butterfill, Lea van de Loo, Eva Reindl, Hannes Rakoczy
Current theory-of-mind research faces the challenge of reconciling two sets of seemingly incompatible findings: Whereas children come to solve explicit verbal false belief (FB) tasks from around 4years of age, recent studies with various less explicit measures such as looking time, anticipatory looking, and spontaneous behavior suggest that even infants can succeed on some FB tasks. In response to this tension, two-systems theories propose to distinguish between an early-developing system, tracking simple forms of mental states, and a later-developing system, based on fully developed concepts of belief and other propositional attitudes...
June 14, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28622282/towards-a-neurobiological-understanding-of-alexithymia
#6
REVIEW
Nicolás Meza-Concha, Marcelo Arancibia, Felicia Salas, Rosa Behar, Germán Salas, Hernán Silva, Rocío Escobar
Although the specialized literature on the etiology of alexithymia is controversial, neurobiological research has shown relevant advances. The aim of this review is to analyze the available evidence regarding the neurophysiological bases of alexithymia. A comprehensive review of available articles from Medline/PubMed, EBSCO and SciELO was conducted. Previously, alexithymia was linked to a reduced interhemispheric brain connection. From a childhood traumatic perspective, the right prefrontal cortex and the default mode network would experience alterations, first hypermetabolic (dopaminergic and glutamatergic dysregulation) and then hypometabolic-dissociative (serotonergic and opioid dysregulation), resulting in a distorted interoceptive and emotional awareness...
May 29, 2017: Medwave
https://www.readbyqxmd.com/read/28620940/young-children-discover-how-to-deceive-in-10%C3%A2-days-a-microgenetic-study
#7
Xiao Pan Ding, Gail D Heyman, Genyue Fu, Bo Zhu, Kang Lee
We investigated how the ability to deceive emerges in early childhood among a sample of young preschoolers (Mean age = 34.7 months). We did this via a 10-session microgenetic method that took place over a 10-day period. In each session, children played a zero-sum game against an adult to win treats. In the game, children hid the treats and had opportunities (10 trials) to win them by providing deceptive information about their whereabouts to the adult. Although children initially showed little or no ability to deceive, most spontaneously discovered deception and systematically used it to win the game by the tenth day...
June 16, 2017: Developmental Science
https://www.readbyqxmd.com/read/28597142/simple-mindreading-abilities-predict-complex-theory-of-mind-developmental-delay-in-autism-spectrum-disorders
#8
Maria Chiara Pino, Monica Mazza, Melania Mariano, Sara Peretti, Dagmara Dimitriou, Francesco Masedu, Marco Valenti, Fabia Franco
Theory of mind (ToM) is impaired in individuals with autism spectrum disorders (ASD). The aims of this study were to: (i) examine the developmental trajectories of ToM abilities in two different mentalizing tasks in children with ASD compared to TD children; and (ii) to assess if a ToM simple test known as eyes-test could predict performance on the more advanced ToM task, i.e. comic strip test. Based on a sample of 37 children with ASD and 55 TD children, our results revealed slower development at varying rates in all ToM measures in children with ASD, with delayed onset compared to TD children...
June 9, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/28559863/young-children-s-understanding-of-teaching-and-learning-and-their-theory-of-mind-development-a-causal-analysis-from-a-cross-cultural-perspective
#9
Zhenlin Wang, X Christine Wang, Wai Yip Chui
Children's understanding of the concepts of teaching and learning is closely associated with their theory of mind (ToM) ability and vital for school readiness. This study aimed to develop and validate a Preschool Teaching and Learning Comprehension Index (PTLCI) across cultures and examine the causal relationship between children's comprehension of teaching and learning and their mental state understanding. Two hundred and twelve children from 3 to 6 years of age from Hong Kong and the United States participated in study...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28558473/theory-of-mind-and-empathy-in-children-with-adhd
#10
Hagai Maoz, Hila Z Gvirts, Maya Sheffer, Yuval Bloch
OBJECTIVE: The current study compared empathy and theory of mind (ToM) between children with ADHD and healthy controls, and assessed changes in ToM among children with ADHD following administration of methylphenidate (MPH). METHOD: Twenty-four children with ADHD (mean age = 10.3 years) were compared with 36 healthy controls. All children completed the interpersonal reactivity index (IRI), a self-reported empathy questionnaire, and performed the "faux-pas" recognition task (FPR)...
May 1, 2017: Journal of Attention Disorders
https://www.readbyqxmd.com/read/28554083/children-s-difficulty-with-true-belief-tasks-competence-deficit-or-performance-problem
#11
Nese Oktay-Gür, Hannes Rakoczy
According to the standard picture of explicit theory of mind (ToM) development, children begin to (explicitly) ascribe beliefs to others and themselves from around age 4. The empirical basis of this picture comes from numerous studies consistently showing that children master verbal false belief (FB) tasks from around age 4 while children much younger have no difficulty in mastering structurally analogous true belief (TB) tasks. The standard picture, though, has come under serious attack from recent studies using TB tasks with wider age ranges...
May 26, 2017: Cognition
https://www.readbyqxmd.com/read/28552390/theory-of-mind-in-emerging-reading-comprehension-a-longitudinal-study-of-early-indirect-and-direct-effects
#12
Lynette Atkinson, Lance Slade, Daisy Powell, Joseph P Levy
The relation between children's theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), children's word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability...
May 25, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28538871/what-do-cochrane-systematic-reviews-say-about-interventions-for-autism-spectrum-disorders
#13
Larissa Lyra, Luiz Eduardo Rizzo, Camila Sá Sunahara, Daniela Vianna Pachito, Carolina de Oliveira Cruz Latorraca, Ana Luiza Cabrera Martimbianco, Rachel Riera
CONTEXT AND OBJECTIVE: Autism spectrum disorders (ASDs) include autistic disorder, Asperger's disorder and pervasive developmental disorder. The manifestations of ASDs can have an important impact on learning and social functioning that may persist during adulthood. The aim here was to summarize the evidence from Cochrane systematic reviews on interventions for ASDs. DESIGN AND SETTING: Review of systematic reviews, conducted within the Discipline of Evidence-Based Medicine, Escola Paulista de Medicina, Universidade Federal de São Paulo...
March 2017: São Paulo Medical Journal, Revista Paulista de Medicina
https://www.readbyqxmd.com/read/28516959/adaptive-psychological-structure-in-childhood-hearing-impairment-audiological-correlations
#14
A Serra, G Spinato, S Cocuzza, L Licciardello, P Pavone, L Maiolino
The present research deals with the clinical and social problems present during linguistic and cognitive development of deaf children. Currently, the development of Theory of Mind represents an important research field in deafness studies. These international studies highlighted a significant alteration in the development of Theory of Mind in deaf children compared to normal hearing children, especially in cases of congenital or preverbal hearing loss. In particular, the research focuses on the skills of deaf children in recognising emotions and desires, through both perceptive and cognitive methods, by evaluation of psycho-cognitive skills of children with severe hearing loss using a set of questions to be administered to hearing loss patients...
June 2017: Acta Otorhinolaryngologica Italica
https://www.readbyqxmd.com/read/28505355/uncovering-the-neuroanatomical-correlates-of-cognitive-affective-and-conative-theory-of-mind-in-pediatric-traumatic-brain-injury-a-neural-systems-perspective
#15
Nicholas P Ryan, Cathy Catroppa, Richard Beare, Timothy J Silk, Stephen J Hearps, Miriam H Beauchamp, Keith Owen Yeates, Vicki A Anderson
Deficits in Theory of Mind (ToM) are common after neurological insult acquired in the first and second decade of life, however the contribution of large-scale neural networks to ToM deficits in children with brain injury is unclear. Using pediatric traumatic brain injury (TBI) as a model, this study investigated the sub-acute effect of brain injury on gray-matter volume of three large-scale, domain-general brain networks (the Default Mode Network, DMN; the Central Executive Network, CEN; and the Salience Network, SN), as well as two domain-specific neural networks implicated in social-affective processes (the Cerebro-Cerebellar Mentalizing Network, CCMN, and the Mirror Neuron/Empathy Network, MNEN)...
May 15, 2017: Social Cognitive and Affective Neuroscience
https://www.readbyqxmd.com/read/28491043/a-comparison-of-children-s-ability-to-read-children-s-and-adults-mental-states-in-an-adaptation-of-the-reading-the-mind-in-the-eyes-task
#16
Anna van der Meulen, Simone Roerig, Doret de Ruyter, Pol van Lier, Lydia Krabbendam
The ability to read mental states from subtle facial cues is an important part of Theory of Mind, which can contribute to children's daily life social functioning. Mental state reading performance is influenced by the specific interactions in which it is applied; familiarity with characteristics of these interactions (such as the person) can enhance performance. The aim of this research is to gain insight in this context effect for mental state reading in children, assessed with the Reading the Mind in the Eyes (RME) task that originally consists of pictures of adults' eyes...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28476072/mental-state-language-development-the-longitudinal-roles-of-attachment-and-maternal-language
#17
Erin Becker Razuri, Amanda R Hiles Howard, Karyn B Purvis, David R Cross
Maternal mental state language is thought to influence children's mental state language and sociocognitive understanding (e.g., theory of mind), but the mechanism is unclear. The current study examined the longitudinal development of mental state language in mother-child interactions. The methodology included assessments of the child and/or mother-child dyad at six time points between 12 to 52 months of the child's age. Measures determined child's attachment style and language abilities, and mental state language used by mother and child during a block-building task...
May 2017: Infant Mental Health Journal
https://www.readbyqxmd.com/read/28470886/theory-of-mind-in-sli-revisited-links-with-syntax-comparisons-with-asd
#18
Stephanie Durrleman, Morgane Burnel, Anne Reboul
BACKGROUND: According to the linguistic determinism approach, knowledge of sentential complements such as: John says that the earth is flat plays a crucial role in theory of mind (ToM) development by providing a means to represent explicitly people's mental attitudes and beliefs. This approach predicts that mastery of complements determines successful belief reasoning across explicit ToM tasks, even low-verbal ones, and across populations. AIMS: (1) To investigate the link between a low-verbal ToM-task and complements in Specific Language Impairment (SLI), (2) To determine whether this population shows similar ToM performance to that of children with Autism Spectrum Disorder (ASD) or those with Typical Development (TD) once these groups are matched on competency for complements, (3) To explore whether complements conveying a falsehood without jeopardizing the veracity of the entire sentence, such as complements of verbs of communication, are more crucial for belief attribution than complements which do not have this property, namely complements of verbs of perception, (?John sees that the earth is flat)...
May 4, 2017: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/28464376/reliability-and-validity-of-advanced-theory-of-mind-measures-in-middle-childhood-and-adolescence
#19
Elizabeth O Hayward, Bruce D Homer
Although theory-of-mind (ToM) development is well documented for early childhood, there is increasing research investigating changes in ToM reasoning in middle childhood and adolescence. However, the psychometric properties of most advanced ToM measures for use with older children and adolescents have not been firmly established. We report on the reliability and validity of widely used, conventional measures of advanced ToM with this age group. Notable issues with both reliability and validity of several of the measures were evident in the findings...
May 2, 2017: British Journal of Developmental Psychology
https://www.readbyqxmd.com/read/28461057/age-related-functional-brain-changes-in-young-children
#20
Xiangyu Long, Alina Benischek, Deborah Dewey, Catherine Lebel
Brain function and structure change significantly during the toddler and preschool years. However, most studies focus on older or younger children, so the specific nature of these changes is unclear. In the present study, we analyzed 77 functional magnetic resonance imaging datasets from 44 children aged 2-6 years. We extracted measures of both local (amplitude of low frequency fluctuation and regional homogeneity) and global (eigenvector centrality mapping) activity and connectivity, and examined their relationships with age using robust linear correlation analysis and strict control for head motion...
April 28, 2017: NeuroImage
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