Relationship between theory of mind and language ability in children and adolescents with intellectual disability

Abbeduto, Leonard; Short‐Meyerson, Katherine; Benson, Glenis; Dolish, Joanna

doi:10.1111/j.1365-2788.2004.00524.x

Cited by 44 publications

(27 citation statements)

References 17 publications

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“…More recently, researchers in the field of ID have begun to explore the possibility that ToM is differentially impaired across different genetic syndromes, including Down syndrome (DS), fragile X syndrome and Williams syndrome (Abbeduto et al, 2004;Mazzocco et al, 1993;Yirmiya et al, 1998). DS, however, has been studied less frequently with respect to ToM.…”

Section: Introductionmentioning

confidence: 99%

Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges

Alevriadou¹,

Giaouri²

2011

JEDP

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Second-order mental state attribution in two groups of children with non-specific intellectual disability and Down syndrome was investigated. The children were compared to overall mental age-matched group of typically developing children. The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with intellectual disability. The results clearly showed that children with Down syndrome performed more poorly than the children with non-specific intellectual disability, and that typically developing children perform significantly better than do other groups. The findings are discussed in terms of the specificity of the etiology-related profiles of intellectually disabled groups. Several critical issues related to intervention strategies in the field of intellectual disability are also discussed, considering the educational practices.

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Section: Introductionmentioning

confidence: 99%

Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges

Alevriadou¹,

Giaouri²

2011

JEDP

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“…TD 3‐year olds have substantially greater communication and socialization skills than do older children with autism. In accord with that remark, Abbeduto et al [] found that individuals with ID and limited language skills perform less well on FB tasks than do matched TD controls. Therefore, the inability to perform successfully on a ToM task calls into question what it is that the standard FB task is actually assessing.…”

Section: Basic Assumptions For Theory Of Mindmentioning

confidence: 66%

Autism and epistemology IV: Does autism need a theory of mind?

Fisch

2013

American J of Med Genetics Pt A

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In their article, "Does the autistic child have a 'theory of mind'?," Baron-Cohen et al. [1985] proposed a novel paradigm to explain social impairment in children diagnosed as autistic (AD). Much research has been undertaken since their article went to print. The purpose of this commentary is to gauge whether Theory of Mind (ToM)-or lack thereof-is a valid model for explaining abnormal social behavior in children with AD. ToM is defined as "the ability to impute mental states to oneself and to others" and "the ability to make inferences about what other people believe to be the case." The source for their model was provided by an article published earlier by Premack and Woodruff, "Does the chimpanzee have a theory of mind?" Later research in chimpanzees did not support a ToM in primates. From the outset, ToM as a neurocognitive model of autism has had many shortcomings-methodological, logical, and empirical. Other ToM assumptions, for example, its universality in all children in all cultures and socioeconomic conditions, are not supported by data. The age at which a ToM emerges, or events that presage a ToM, are too often not corroborated. Recent studies of mirror neurons, their location and interconnections in brain, their relationship to social behavior and language, and the effect of lesions there on speech, language and social behavior, strongly suggests that a neurobiological as opposed to neurocognitive model of autism is a more parsimonious explanation for the social and behavioral phenotypes observed in autism.

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“…Many studies have demonstrated a significant relationship between children's verbal skills and their performance in false-belief tasks (Abbedutto, Short-Meyerson, Benson, & Dolish, 2004;Slade & Ruffman, 2005); furthermore, this relationship is independent of the age of the child (Jenkins & Astington, 1996;Milligan, Astington, & Dack, 2007). In this study, what was being tested was not so much children's verbal skills, but rather the stimulation provided by parents in order to help with the acquisition of these skills, which could in turn lead to better scores in ToM tasks.…”

Section: Discussionmentioning

confidence: 85%

The role of parents’ distancing strategies in the development of five-year-old children’s Theory of Mind

Galende

Miguél

Arranz

2012

Early Child Development and Care

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The aim of this study was to analyse the relation between parents' distancing strategies and the performance of five-year-old children (N = 70) in Theory of Mind (ToM) tasks. The children's performances were assessed during individual sessions held at school. The distancing strategies practiced by the parents (cognitive and linguistic scaffolding, contingency rule and decontextualisation strategies, among others) were assessed through systematic observation carried out in the family home. The results support the relationship between some of these variables (linguistic scaffolding, decontextualisation and contingency rule) and ToM development. The implications of these results are discussed in relation to the need of educational and family intervention programmes which enhance the development of this ability.

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Relationship between theory of mind and language ability in children and adolescents with intellectual disability

Cited by 44 publications

References 17 publications

Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges

Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges

Autism and epistemology IV: Does autism need a theory of mind?

The role of parents’ distancing strategies in the development of five-year-old children’s Theory of Mind

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