Notice of Retraction Prediction of Executive Function to Theory of Mind in young children: Role of inhibitory control

2012 ◽  
Author(s):  
Yonggang Wei ◽  
Xiaoling Su ◽  
Hong Li
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Young Children ◽  
Inhibitory Control

The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants

2018 ◽  
Vol 57 (12) ◽  
pp. 881-888 ◽  
Author(s):  
Meizhu Liu ◽  
Lingxiang Wu ◽  
Weijing Wu ◽  
Guangdi Li ◽  
Taisheng Cai ◽  
...  
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Young Children ◽  
Cochlear Implants ◽  
Verbal Ability

The role of eye contact in goal detection: Evidence from normal infants and children with autism or mental handicap

1992 ◽  
Vol 4 (3) ◽  
pp. 375-383 ◽  
Author(s):  
Wendy Phillips ◽  
Simon Baron-Cohen ◽  
Michael Rutter
Keyword(s):  
Theory Of Mind ◽  
Young Children ◽  
Eye Contact ◽  
Children With Autism ◽  
Infant Cognition ◽  
Mental Handicap ◽  
Goal Detection ◽  
Young Children With Autism ◽  
Infants And Young Children

AbstractOne reason for looking at a person's eyes may be to diagnose their goal, because a person's eye direction reliably specifies what they are likely to act upon next. We report an experiment that investigates whether or not young normal infants use eye contact for this function. We placed them in situations in which the adult's action toward them was either ambiguous or unambiguous in its goal. Results showed that the majority of normal infants and young children with mental handicap made instant eye contact immediately following the ambiguous action but rarely after the unambiguous action. Young children with autism, in contrast, made eye contact equally (little) in both conditions. These results are discussed in relation to the function of eye contact, to our understanding of infant cognition, and to the theory of mind hypothesis of autism.

Children’s Teaching Skills: The Role of Theory of Mind and Executive Function

2008 ◽  
Vol 2 (3) ◽  
pp. 128-135 ◽  
Author(s):  
Angela C. Davis-Unger ◽  
Stephanie M. Carlson
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Teaching Skills

Why we assume it's all good: The role of theory of mind in early inherent feature inferences

2014 ◽  
Vol 37 (5) ◽  
pp. 482-482 ◽  
Author(s):  
Karen Bartsch ◽  
David Estes
Keyword(s):  
Theory Of Mind ◽  
Young Children ◽  
Status Quo ◽  
Mental Life ◽  
Inherent Feature ◽  
The Status

AbstractCimpian & Salomon's (C&S's) characterization of a domain-general inherence heuristic, available to young children, underplays the importance of our early interest in and recognition of agency, intentionality, and mental life. A consideration of the centrality of desires, goals, and agency in our earliest reasoning suggests an alternative, perhaps complementary, account of our tendency to be satisfied with the status quo.

The role of control functions in mentalizing: Dual-task studies of Theory of Mind and executive function

Cognition ◽  
2008 ◽  
Vol 107 (2) ◽  
pp. 663-672 ◽  
Author(s):  
Rebecca Bull ◽  
Louise H. Phillips ◽  
Claire A. Conway
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Dual Task ◽  
Control Functions

scholarly journals A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Changzhi Zhao ◽  
Siyuan Shang ◽  
Alison M. Compton ◽  
Genyue Fu ◽  
Liyang Sai
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Inhibitory Control ◽  
Emotion Understanding ◽  
False Belief ◽  
Chinese Children ◽  
False Belief Understanding ◽  
Knowledge Access

This study used longitudinal cross-lagged modeling to examine the contribution of theory of mind (ToM), executive function (EF) to children’s lying development and of children’s lying to ToM and EF development. Ninety-seven Chinese children (initial Mage = 46 months, 47 boys) were tested three times approximately 4 months apart. Results showed that the diverse desire understanding and knowledge access understanding components of ToM, as well as the inhibitory control component of EF predicted the development of children’s lying, while the diverse belief understanding and false belief understanding components of ToM, and the working memory component of EF did not predict development of children’s lying. Meanwhile, children’s lying predicted development of children’s belief-emotion understanding components of ToM, but not any other ToM components, or EF components. These findings provide longitudinal evidence for the relation between ToM, EF, and children’s lying during the preschool years.

scholarly journals The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

2021 ◽  
Vol 20 (1) ◽  
pp. 10-21
Author(s):  
Heru Astikasari Setya Murti ◽  
Thomas Dicky Hastjarjo ◽  
Bhina Patria
Keyword(s):  
Working Memory ◽  
Regression Analysis ◽  
Critical Thinking ◽  
Executive Function ◽  
Inhibitory Control ◽  
Digit Span ◽  
Scientific Evidence ◽  
Sampling Technique ◽  
Card Sorting

Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularlycommon in the field of psychology. It is important to study misconceptions in psychology considering thecontribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes.Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls andregulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitiveflexibility, working memory, and inhibitory control) with misconceptions in psychology. This study used non-experimental methods, using test (paper and pencil) and PEBL/ Psychology Experiment Building Language(computerized). The sampling technique used was convenience sampling. The subjects in this study were 153psychology students, consisting of 105 students from Universitas Gadjah Mada (UGM) and 48 students fromUniversitas Negeri Yogyakarta (UNY). Instruments that were used for data collection were the misconception inpsychology test, critical thinking test, Wisconsin/Berg Card Sorting Test (WCST/BCST), Backward Digit Span,and Stroop Test. There is no correlation between cognitive flexibility and misconceptions in psychology, socognitive flexibility is not included in the calculation of hierarchical regression analysis. Based on the results ofhierarchical regression analysis, it can be concluded that the role of inhibitory control on psychologicalmisconceptions is 11.4%, ΔR2 = .114; b* = .33; t(149) = 4.52, p < .001; the role of working memory is 3%, ΔR2 =.030; b* = -.16; t(149) = -2.19, p = .03; and the role of critical thinking is 2.6%, ΔR2 = .026; b* = -.19; t(149) = -2.53, p = .01.

Sign in / Sign up

Export Citation Format

Share Document