A Developmental Perspective for Promoting Theory of Mind

Westby, Carol; Robinson, Lee

doi:10.1097/tld.0000000000000035

Cited by 91 publications

(105 citation statements)

References 40 publications

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“…Further, up to now, most research has focused mainly on aspects of (interpersonal) cognitive ToM. In order to gain more insight into ToM development in SLI, it is necessary to examine interpersonal/intrapersonal cognitive and affective ToM abilities (Westby and Robinson, 2014). …”

Section: Discussionmentioning

confidence: 99%

“…The concept of ToM was introduced in the 1970s in primate research by Premack and Woodruff (1978), who defined ToM as the ability to represent mental states of oneself and others in order to understand behaviors. Nowadays, distinctive dimensions of human ToM, each with different neuroanatomical underpinnings, can be discerned (Westby and Robinson, 2014). ToM can be explained along cognitive, affective, interpersonal, and intrapersonal dimensions.…”

Section: Introductionmentioning

confidence: 99%

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Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Vissers

Koolen

2016

Front. Psychol.

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Children with Specific Language Impairment (SLI) often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM). In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years) with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children. Based hereon, three possible causal models for the interrelation between language, ToM and social emotional functioning are put forward. It is proposed that future research on the construct and measurement of early ToM, social emotional functioning and language development in preschoolers with SLI is needed to achieve early detection, tailored treatment, and ultimately insight into the pathogenesis of SLI.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Vissers

Koolen

2016

Front. Psychol.

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“…Commonly used assessments, such as joint attention or first-order false belief tasks, cannot represent the broad spectrum of ToM. ToM comprises many developmental components in addition to first-order false belief, such as emotion recognition, diverse perspectives, and second-order false belief [32][33][34][35]. Moreover, only dichotomous ratings (pass or fail) or frequency of ToM were recorded in previous studies.…”

Section: Introductionmentioning

confidence: 99%

Theory of mind predominantly associated with the quality, not quantity, of pretend play in children with autism spectrum disorder

Lin

Tsai

et al. 2017

Eur Child Adolesc Psychiatry

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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. The hierarchical regression models showed that in addition to the contributions of the autistic behaviors and verbal comprehension scores, the theory of mind scores positively predicted (p < 0.001) the elaborateness scores of pretend play in the conventional imaginative and symbolic play contexts, respectively, accounting for an additional 8.1 and 18.5% of the variance, but did not predict the scores for number of object substitutions or imitated actions. The findings demonstrate that theory of mind has a predominant role in the quality, not the quantity, of pretend play of children with autism spectrum disorder, when the children's autistic behaviors and verbal comprehension are considered. This study fills a gap in the previous literature and provides information useful for clinicians and researchers on the relationships between theory of mind and pretend play in children with autism spectrum disorder.

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“…Brain research described by Westby and Robinson (2014) found that both cognitive and social/emotional frameworks start developing at birth and continue to develop in measureable stages. Westby and Robinson's (2014) research centered on a more comprehensive explanation of theory of mind (ToM) as thinking about the emotions as well as the ideas and motivations of others.…”

Section: Social/cognitive Developmentmentioning

confidence: 99%

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

Vaughan¹

2019

Journal of Research on Christian Education

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Christian education continues to play an important role in our society. The purpose of the present quantitative study is to compare mean scores on the Preliminary Scholastic Aptitude Test (PSAT) compared between Classical Christian schools and non-Classical Christian schools to see if there are any significant differences in selected areas of academic performance. Classical Christian schools are defined as private schools employing a distinct Christ-centered pedagogy with an emphasis on the Greco-Roman Trivium. Non-Classical Christian schools are defined as private schools with a Christ-centered pedagogy with no emphasis on the Greco-Roman Trivium. A causal-comparative study was conducted to measure archival data that was randomly selected from all schools answering a headmaster survey. The sample consisted of 4,486 mean scores from the 2003-2004 through 2012-2013 school years: 3,768 mean scores from non-Classical Christian Schools and 718 from Classical Christian schools each in reading and math and 3,768 mean scores from non-Classical Christian Schools and 701 from Classical Christian schools in writing. Data was collected using a headmaster survey. Welch's t-tests for unequal variances compared school score means with an alpha set at .05 and then at .017 for Bonferroni correction and returned statistically significant results for all three academic areas at both alpha levels. Effect size measured by Cohen's d and eta squared indicated Classical Christian methodology should have a large, positive effect on PSAT scores. Future research, including field work for demographics as well as associated correlational studies, is recommended.

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A Developmental Perspective for Promoting Theory of Mind

Cited by 91 publications

References 40 publications

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Theory of mind predominantly associated with the quality, not quantity, of pretend play in children with autism spectrum disorder

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

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