Executive function and theory of mind as predictors of socially withdrawn behavior in institutionalized children

Abstract

False‐belief understanding and executive functions are two main sociocognitive abilities reliably linked to child social competence. Although institution‐reared children are especially at risk for behavioral problems and cognitive delays, the role that executive function and false‐belief understanding might play in the social withdrawal of institutionalized children has not been examined. The current study used two‐wave data to investigate the concurrent and longitudinal relations of social withdrawal with executive function and false‐belief understanding in institutionalized children; it also allowed investigation of the directionality between executive function and false‐belief understanding. Data were collected from 66 Turkish children (T1 M = 57.83 months, SD = 9.20; T2 M = 69.58 months, SD = 8.45) residing in institutions, at two time points, approximately 1 year apart. We measured false‐belief understanding and executive function via individual assessments, and social withdrawal via care provider reports at both time points. Results showed that both executive function and false‐belief understanding increased between T1 and T2, while social withdrawal did not show a significant change. Path analysis revealed that when T1 age and language were controlled, T1 executive function predicted T2 executive function, and in turn, T2 executive function predicted lessened social withdrawal at T2. In addition, T1 executive function predicted T2 false‐belief understanding. T1 false‐belief understanding was not related to T2 false‐belief understanding, executive function, or social withdrawal. Findings suggested that executive function is an important predictor of social withdrawal in high‐risk populations.

Anxiety and Mentalizing: Uncertainty as a Driver of Egocentrism

“…There is a robust relationship between anxiety disorders and social functioning (Saris et al, 2017). Mentalizing abilities also affect the trajectory of social anxiety specifically (Poole et al, 2022) and predict future social withdrawal more generally (Selcuk et al, 2018). To our knowledge, however, cross-lagged models testing the development of anxiety and mentalizing are missing, so establishing whether anxiety precedes egocentric mentalizing or vice versa (longitudinal primacy) remains difficult.…”

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

“…Conversely, those unable to inhibit impulses may exhibit externalized problem behaviors, such as physical aggression, and could be viewed as undesirable playmates, leading to potential internalized problems. [43][44][45] Secondly, a robust working memory helps children remember the behavioral ways of social norms and maintain social goals, 1,46,47 aiding them in enacting positive social behaviors. For example, reminding children that "it is better to communicate than to use violence if a classmate takes away the toy they are playing with" can increase their likelihood of exhibiting communicative behaviors in peer conflicts.…”

How household chaos affects social withdrawal of rural children: the indirect role of executive function and receptive language ability

“… Di Norcia et al (2015) found that EF, as a set of complex, higher-order cognitive processes, can help children manage their behavior in social situations and affect their social adaptation. A longitudinal study conducted by Selcuk et al (2018) , for example, showed that EF is an important predictor of social withdrawal in high-risk populations. On the other hand, household chaos will affect the development of children’s cognitive abilities.…”