Theory of mind and rule-based reasoning

Frye, Douglas; Zelazo, Philip David; Palfai, Tibor

doi:10.1016/0885-2014(95)90024-1

Cited by 749 publications

(713 citation statements)

References 35 publications

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“…For example, we could investigate whether adolescents with ASD make stairwell rule break errors if environmental retrieval cues are provided for this rule while they are doing the VET. Frye, Zelazo & Palfai, 1995;Zelazo & Frye, 1997) states that EF is related to theory of mind because both tests of theory of mind (e.g. the unexpected transfer task) and measures of executive ability involve higher order rule use.…”

Section: Multitasking In Hf-asd Using the Virtual Errands Task 20mentioning

confidence: 99%

Investigating Multitasking in High-Functioning Adolescents with Autism Spectrum Disorders Using the Virtual Errands Task

Rajendran

Law

Logie

et al. 2010

J Autism Dev Disord

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Section: Multitasking In Hf-asd Using the Virtual Errands Task 20mentioning

confidence: 99%

Investigating Multitasking in High-Functioning Adolescents with Autism Spectrum Disorders Using the Virtual Errands Task

Rajendran

Law

Logie

et al. 2010

J Autism Dev Disord

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“…With development, enhanced attentional flexibility supports both the regulation of arousal and the maintenance of information in working memory (Chang & Burns, 2005;Derryberry & Rothbart, 1997). Attention set shifting is often measured with tasks such as the dimensional change card sort (DCCS), in which children learn to sort cards according to one criteria, such as color, and then are asked to switch and sort by a second criteria, such as shape (Frye, Zelazo, & Palfai, 1995).EF tasks often utilize more than one EF skill; for example, DCCS performance relies on working memory and inhibitory control, as well as attention set shifting. Considerable research has been focused on identifying the discrete cognitive skills involved in various tasks requiring EF, in order to better understand how these specific skills develop and affect performance (Zelazo, Muller, Frye, & Marcovitch, 2003).…”

mentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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“…Set-Shifting: The Dimensional Change Card Sorting Task (DCCS; Frye et al 1995) is based on Kirkham et al (2003) version of Frye et al (1995) DCCS task. The task measures the child's ability to switch categorical sorting dimensions (e.g., color, shape) based upon specified rules.…”

Section: Verbal Working Memory (Vwm) the Memory Formentioning

confidence: 99%

Latent Dimensions of Executive Functions in Early Childhood

Decker

Ezrine

Ferraracci

2016

J Pediatr Neuropsychol

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Executive functions (EF) are known to be a multidimensional construct in adults; however, the underlying dimensions of EF in early childhood are unclear. Theoretical models of EF have generally suggested the importance of language, attention, and inhibition abilities as developmental foundations for EF abilities. This study investigated the construct validity of EF by administering a diverse battery of measures of EF along with cognitive measures representing different theoretical models of EF (language, attention, and inhibition) to 70 preschool children. The EF battery included measures of working memory (verbal and nonverbal), set shifting, and problem solving. A maximum likelihood factor analysis with oblimin rotation resulted in a three factor model; however, only two factors (language and inhibition) were related to EF measures. Results from the current study suggest language and behavioral inhibition are two foundational latent abilities for the development of EF abilities in early childhood. Attention, although important in many EF theories, may also be important for cognitive development but appears to be less important for EF abilities in preschool children. Results from this study suggest executive functions in early childhood consist of multiple distinct but interrelated components that are associated with underlying cognitive foundations.

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Theory of mind and rule-based reasoning

Cited by 749 publications

References 35 publications

Investigating Multitasking in High-Functioning Adolescents with Autism Spectrum Disorders Using the Virtual Errands Task

Investigating Multitasking in High-Functioning Adolescents with Autism Spectrum Disorders Using the Virtual Errands Task

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Latent Dimensions of Executive Functions in Early Childhood

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