The Sally-Anne test: an interactional analysis of a dyadic assessment

Korkiakangas, Terhi; Dindar, Katja; Laitila, Aarno; Kärnä, Eija

doi:10.1111/1460-6984.12240

Cited by 20 publications

(10 citation statements)

References 45 publications

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“…A recent study of children with communication disorders investigated the interactional mechanisms involved in the administration of the Sally–Anne task (Korkiakangas et al 2016 ). The authors concluded that it is often difficult to separate the child’s performance on the FB-task from other abilities such as sensitivity to interactional nuances/signals given by the test leader, but also that the interactional skills of the test person him/herself affect the results.…”

Section: Introductionmentioning

confidence: 99%

Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study

Carlsson

Miniscalco

Gillberg

et al. 2018

J Psycholinguist Res

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We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was assumed to shed new light on the FB difficulties often observed in Autism Spectrum Disorder (ASD). Sixty-eight children with ASD (M = 7.5 years) and an age matched comparison group with 98 typically developing (TD) children were assessed with the FB task. The children with ASD did not perform above chance level in any condition, and significant differences in success rates were found between the groups in two conditions (silent and narrative), with TD children performing better. We discuss implications, limitations, and further developments.Electronic supplementary materialThe online version of this article (10.1007/s10936-018-9579-2) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study

Carlsson

Miniscalco

Gillberg

et al. 2018

J Psycholinguist Res

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“…The Sally-Anne test is the most commonly used firstorder false belief test to examine understanding of ToM. 4,24,25 The test presents a scenario in which Sally places a marble in a basket and leaves the room; Anne then comes in and moves the marble to a box. When Sally returns, subjects are asked the belief question, 'Where will Sally look for her marble?'…”

Section: Sally-anne Testmentioning

confidence: 99%

Sally–Anne test and regional cerebral blood flow in Alzheimer's disease dementia

et al. 2020

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Aim: It was recently reported that theory of mind is disturbed in mild Alzheimer's disease dementia (ADD). Some studies have reported reduced scores of ADD patients on false belief tests, even on first-order false belief tests. However, few studies have pursued the neural substrate of false belief tests in patients with ADD in a real-world setting. Methods: Sixty-three patients with ADD from outpatient units took the Sally-Anne test and underwent brain single-photon emission computed tomography. Of these patients, 29 answered the Sally-Anne test correctly (successful group) and 34 incorrectly (unsuccessful group). We compared the regional cerebral blood flow between the successful and unsuccessful groups. Results: A comparison of the two groups showed a significantly lower uptake in the bilateral posterior cingulate gyrus in the unsuccessful group than in the successful group. Conclusions: The posterior cingulate gyrus is known to be particularly activated when individuals remember personal events and infer the mental states of others. We suppose that memory or mentalization in the posterior cingulate gyrus-or both-is essential for patients with ADD to be able to pass the Sally-Anne test.

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“…Theory of mind (ToM) is the understanding of how other people think and feel [6]. Autistic children lack theory of mind so that means they cannot understand what other people think and feel.…”

Section: Introductionmentioning

confidence: 99%

Using Storytelling Robot for Supporting Autistic Children in Theory of Mind

Attawibulkul¹,

Sornsuwonrangsee²,

Jutharee³

et al. 2019

IJBBB

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Autistic children have deficit in the understanding of how other people think and feel which is an important factor for social interaction and social communication. The understanding of how other people think and feel is called theory of mind. The storytelling activity could help the autistic children to learn about the theory of mind from the communication between the characters in the story stand point. This study investigated the use of BLISS robot with mobile application in the storytelling activity for supporting the theory of mind in autistic children. Five children between 4 and 12 years old were recruited. All children listened to the story and answered questions about theory of mind from their parents in first week. For second week, all children listened to the story and answered question from BLISS robot that was controlled by their parents. Experimental result suggested that all children stay engaged throughout the storytelling activity. It was shown that BLISS robot can be used to reduce the burden of parent in storytelling activity. Moreover, some autistic children can answer all questions about theory of mind correctly.

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The Sally-Anne test: an interactional analysis of a dyadic assessment

Cited by 20 publications

References 45 publications

Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study

Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study

Sally–Anne test and regional cerebral blood flow in Alzheimer's disease dementia

Using Storytelling Robot for Supporting Autistic Children in Theory of Mind

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