Emotional Cognition: Theory of Mind and Face Recognition

Proneness to guilt, shame, and pride in children with Autism Spectrum Disorders and neurotypical children

“…This finding is consistent with our second prediction, as well as recent research with adults with ASD‐T who showed a similar association between ToM and proneness to guilt [Davidson et al, ]. As previous researchers have noted, detecting mental states in others allows one to understand the causes and consequences of emotion, allows one to react appropriately in emotional situations, and allows one to develop empathy toward others [Nader‐Grosbois & Day, ]. Thus, we would argue that through the development of such mentalizing skills, an appreciation and understanding of social norms germane to experiencing self‐conscious emotions can develop.…”

“…An additional goal of the present research was to examine mechanisms that underlie proneness to self‐conscious emotions, including theory of mind (ToM) and ASD symptomatology. According to Nader‐Grosbois and Day [], ToM “refers to one's ability to understand nine mental states of others including perceptive states (visual perception and attention), volitional and motivational states (desires and intention), epistemic states (beliefs and false beliefs), pretense, thinking, and emotions” (p. 128). Put more simply, ToM abilities enable one to understand the mental state of oneself and others.…”

Examination of script and non-script based narrative retellings in children with autism spectrum disorders

“…The ToM account of ASD proposes that individuals with ASD have impaired mentalizing abilities, making it more difficult for them to understand the mental states (e.g., thoughts, emotions, motivations) and perspectives of others (Nader-Grosbois & Day, 2011). Nonetheless, ToM skills are needed to understand the actions of story characters, and keep track of and edit the narrative in a way that makes it meaningful and comprehensible for the listener (Astington, 1991).…”

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

“…These systems ofer a threedimensional representation of real, controlled and safe environments that can be executed in a repetitive manner A number of early works [1][2][3][4][5][6][7][8] already highlighted the advantages of virtual reality as a tool to create predictable learning environments. Other subsequent and more recent works [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] have veriied the advantages of virtual reality as a support and help tool for students with deicits in communication, social and emotional skills, and more precisely for students diagnosed with autism spectrum disorders (ASDs).…”