Connections among complementation sentences, executive functioning, and theory of mind in autism.

2016 ◽  
pp. 163-182 ◽  
Author(s):  
Stephanie Durrleman-Tame ◽  
Morgane Burnel ◽  
Anne Reboul
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Siblings, Theory of Mind, and Executive Functioning in Children Aged 3-6 Years: New Longitudinal Evidence

2012 ◽  
Vol 84 (4) ◽  
pp. 1442-1458 ◽  
Author(s):  
Anna R. McAlister ◽  
Candida C. Peterson
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning

Affective theory of mind in human aging: is there any relation with executive functioning?

2019 ◽  
Vol 27 (2) ◽  
pp. 207-219 ◽  
Author(s):  
Elif Yıldırım ◽  
Ezgi Soncu Büyükişcan ◽  
Hakan Gürvit
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Human Aging

Development of Lying and Cognitive Abilities

2018 ◽  
pp. 398-407
Author(s):  
Victoria Talwar
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder

The emergence and development of children’s lie-telling is closely associated with their developing cognitive abilities. Telling a lie involves complicated cognitive functions including theory-of-mind understanding and executive functioning abilities. Recent research has found that lie-telling emerges in the preschool years and children’s abilities to maintain their lies improves with age. The current chapter reviews existing literature on the development of children’s lie-telling behavior and its relation to various aspects of children’s cognitive development. It covers the work of Lewis, Stanger, and Sullivan (1989), including the well-known guessing-game experiment, where the child is left alone with temptation and the instruction not to peek. Much of Talwar, Lee, et al.’s research into three-to-seven-year-old children’s lie-telling behavior is covered; and the interaction between these studies and Theory of Mind is emphasized; this is illuminated in the account of research using child subjects with Autism Spectrum Disorder.

Development of behaviour and functioning (with hindsight)

2018 ◽  
Author(s):  
Traolach S. Brugha
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Normal Development ◽  
Psychological Development ◽  
Central Coherence ◽  
Laboratory Research ◽  
Cognitive Theories ◽  
Basic Understanding ◽  
Phenomenological Perspective ◽  
Atypical Development

This chapter begins with sections covering several different perspectives on early psychological development ranging from the phenomenological perspective to underpinning laboratory research. Research methods and designs used are described briefly. Theories of abnormal psychological development discussed include underlying cognitive theories, including theory of mind, central coherence, and executive functioning abilities, followed by underpinning biological science including neurobiology. Concepts mentioned include the idea of disability, neurodiversity versus disability, leading to the introduction of the need for reasonable adjustments to such disabilities. This will be expanded in later chapters. Also introduced are the topics of cause—genetic and environmental. The chapter then details what has been said of autism as an atypical (abnormal) variant on typical (normal) development, in order to provide a basic understanding of the nature of autism. Early signs of typical and atypical development are listed in order to set the basis for assessment methods described in later chapters.

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