Theory of Mind Sample Clauses

Theory of Mind. Xxxx, Xxxxxxx, and Xxx Xxxxxxxxxx-Xxxxx (2009) described theory of mind as the ability to attribute mental states to self and others. Xxxxx-Xxxxx, Xxxxxx, and Xxxxx (1985) reported that children with autism fail to employ a theory of mind. Now, it is better understood that most children with ASD experience impairment or delayed development in inferring their own mental states (Xxxx, Xxxxxxx, and Xxx Xxxxxxxxxx-Onnes, 2009). Xxxxx (2003) also suggested that individuals with ASD may experience deficits in self-reflection. More specifically, some individuals with an ASD may have delays in the development of the cognitive processes that represent their thoughts and feelings as thoughts and feelings. The delayed development of a theory of mind would likely make it difficult for individuals with ASD to understand and report their emotions or other internal experiences. Executive Function. Executive function is the broad term that encompasses narrower functions such as planning, working memory, impulse control, inhibition, and self-monitoring; these functions are all linked to the prefrontal cortex and involved in working memory, cognitive flexibility, and inhibitory control (Hill, 2004). There is evidence that executive function deficits are present in ASD; specifically, that individuals with ASD tend to show impaired mental control that reduces one’s ability to utilize problem solving for future planning (Kiep & Spek, 2016). Additionally, executive functions may support the development of theory of mind (Xxxxxxxxx, 2012), implying that deficits in executive functioning can also lead to impairment in the development of theory of mind. Further, weakened self-monitoring (i.e., difficulty monitoring one’s own thoughts and actions) related to deficits in executive functioning may be present in individuals with ASD (Hill, 2004). This difficulty with self-monitoring could make it challenging to recognize, and later report on, internalizing problems. Prior Meta-Analyses Prior meta-analyses have investigated broad cross-informant agreement of emotional/behavioral issues, assessed prevalence rates of anxiety and depression in individuals with ASD, examined cross-informant correlation coefficients or mean-level differences (not both in ASD), and included samples of youth with ASD and/or other comorbid disabilities (e.g., included studies with ASD and studies of ID without ASD). The meta-analyses reviewed here provide some useful information about the issues of interest in...
Sample 1
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Theory of Mind. In line with the contributory role of IQ in shaping social behaviours, another cognitive function of interest is theory of mind (XxX). This refers to the everyday understanding and prediction of other people’s behaviours based upon their mental states (e.g., beliefs) and is thus a key component in the development of the social being. Children begin to show early signs of XxX skills as toddlers through their use of pretend play which involves an element of understanding the emotions and behaviours of the ‘character’ the child is pretending to be (Xxxx, 2006). Typically by age 4, children develop the core XxX skill of recognising that although it seems like reality, beliefs can be mistaken and thus seen as ‘false-beliefs’ (Xxxxxx & Xxxxxx, 1983). More advanced skills such as understanding the influence of emotions on other people’s beliefs and embedded mental states like ‘he thinks she thinks…’ are typically developed by age 7 (Xxxxxx & Xxxxxx, 1985). The development of these skills helps regulate and shape healthy social interactions and is considered important for decoding social cues and adjusting behaviours accordingly (Xxxxxxxxx, 2001). Aetiological investigations into individual variance in XxX skills have resulted in mixed findings. In one study, researchers observed individual differences amongst a sample of 3 year old twins to be predominantly influenced by genetic factors (67 % of the variance) and the remaining proportion of variance to be attributed to child specific environmental factors (Xxxxxx & Xxxxxxx, 1999). In contrast, findings from the E-Risk study group found amongst 5 year old twins, environmental factors both shared and specific to the twins but not genetic factors explained individual variance in XxX skills (Xxxxxx et al., 2005). The contrast in findings between the two studies could be attributable to a number of reasons. Firstly, in the former study, analyses were performed on a small sample of 250 children. In contrast the E-Risk cohort consisted of 2232 children, thus giving it more statistical power to detect accurate genetic and environmental contributions. Secondly, the difference in age between the two studies might have led to these discrepancies and may be indicative of different factors playing more salient roles in children’s development of XxX at different developmental ages. In line with the empirical evidence that environmental factors have a contributor influence on individual XxX skills, be that in part or completely...
Sample 1

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