scholarly journals Theory of mind and executive function in early childhood: A cross-cultural investigation

2022 ◽  
Vol 61 ◽  
pp. 101150
Author(s):  
Nao Fujita ◽  
Rory T. Devine ◽  
Claire Hughes
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Theory Of Mind ◽  
Cross Cultural

scholarly journals Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood

2017 ◽  
Vol 26 (4) ◽  
pp. 907-920 ◽  
Author(s):  
Sarah E. O'Toole ◽  
Claire P. Monks ◽  
Stella Tsermentseli
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Theory Of Mind ◽  
Prosocial Behavior ◽  
Peer Acceptance

Cognitive gadgets: A provocative but flawed manifesto

2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice
Keyword(s):  
Theory Of Mind ◽  
Cultural Differences ◽  
Twin Studies ◽  
Cross Cultural ◽  
Evolutionary Approach ◽  
Genetic Inheritance ◽  
Double Standards ◽  
Cross Cultural Differences ◽  
Cherry Picking ◽  
Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

A cross-cultural study of theory of mind and cognitive verbs

1997 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Mike Martin ◽  
Tomone Takahashi
Keyword(s):  
Theory Of Mind ◽  
Cultural Study ◽  
Cross Cultural ◽  
Cross Cultural Study ◽  
Cognitive Verbs

Screening with an ADHD-specific rating scale in preschoolers: A cross-cultural comparison of the Early Childhood Inventory-4.

2019 ◽  
Vol 31 (8) ◽  
pp. 985-994 ◽  
Author(s):  
Kristin Romvig Overgaard ◽  
Beate Oerbeck ◽  
Svein Friis ◽  
Guido Biele ◽  
Are Hugo Pripp ◽  
...  
Keyword(s):  
Early Childhood ◽  
Rating Scale ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Cross Cultural Comparison

scholarly journals Early childhood education and care ( ECEC ) during COVID ‐19 boosts growth in language and executive function

2021 ◽  
Author(s):  
Catherine Davies ◽  
Alexandra Hendry ◽  
Shannon P. Gibson ◽  
Teodora Gliga ◽  
Michelle McGillion ◽  
...  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care

scholarly journals Impact of Repetitive Transcranial Magnetic Stimulation (rTMS) on Theory of Mind and Executive Function in Major Depressive Disorder and Its Correlation with Brain-Derived Neurotrophic Factor (BDNF): A Randomized, Double-Blind, Sham-Controlled Trial

2021 ◽  
Vol 11 (6) ◽  
pp. 765
Author(s):  
Jie Tong ◽  
Jie Zhang ◽  
Ying Jin ◽  
Weiqing Liu ◽  
Hao Wang ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Executive Function ◽  
Transcranial Magnetic Stimulation ◽  
Theory Of Mind ◽  
Depressive Disorder ◽  
Magnetic Stimulation ◽  
Repetitive Transcranial Magnetic Stimulation ◽  
Major Depressive ◽  
Double Blind ◽  
Perseverative Errors

Background: Studies have implicated hypofrontality in the pathogenesis of impaired theory of mind (ToM) and executive function (EF) in major depressive disorder (MDD). These symptoms are usually resistant to treatment. Repetitive transcranial magnetic stimulation (rTMS) has been shown to reverse hypofrontality. Moreover, BDNF is an effective biomarker of antidepressant effects, but there have been very few studies on the correlation between BDNF and rTMS. We aimed to evaluate the efficacy of 20 sessions of a 10 Hz unilateral rTMS intervention over the left dorsolateral prefrontal cortex (DLPFC) in improving ToM and EF in patients with MDD and its correlation with BDNF. Methods: A total of 120 MDD patients were enrolled in this randomized, sham-controlled, double-blind trial. Each participant received 20 sessions of rTMS at 10 Hz frequency through the active or the sham coil over 4 weeks. ToM was assessed with the facial emotion identification test (FEIT) and hinting task (HT). EF was assessed with the Wisconsin card sorting test (WCST). BDNF assessments were carried out at baseline and 2-, 4-, 12-, and 24-week follow-ups. Results: The improvement in the ToM (FEIT, HT) in the active rTMS group was significantly different from that in the sham rTMS group (F = 18.09, p < 0.001; F = 5.02, p = 0.026). There were significant differences in the WCST (categories completed, response errors, response perseverative errors, non-response perseverative errors) after logarithmic transformation at different time points in the active rTMS group (F = 14.71, p < 0.001; F = 5.99, p = 0.046; F = 8.90, p = 0.031; F = 2.31, p = 0.048). However, there was no significant difference in log transformed BDNF concentration between the two groups (t = 0.07 to t = 1.29, p > 0.05). BDNF was negatively correlated with WCST categories completed at the 24th week (r = −0.258, p = 0.046). Conclusions: The results show that rTMS may improve the ToM and EF of patients with MDD and there was no significant correlation with serum BDNF concentration. RTMS can not only be used for treatment of patients with MDD but also has a positive effect on ToM and EF.

scholarly journals Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

2016 ◽  
Vol 50 (4) ◽  
pp. 359-372 ◽  
Author(s):  
Michael T. Willoughby ◽  
Brooke Magnus ◽  
Lynne Vernon-Feagans ◽  
Clancy B. Blair ◽  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Repeated Measures ◽  
Receptive Vocabulary ◽  
Academic Readiness ◽  
Odds Ratios ◽  
Life Project ◽  
Growth Mixture ◽  
Academic Impairment ◽  
Using Data

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.

Social competence, theory of mind, and executive function in institution-reared Turkish children

2014 ◽  
Vol 39 (6) ◽  
pp. 519-529 ◽  
Author(s):  
Evren Etel ◽  
Bilge Yagmurlu
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Social Competence ◽  
Mental State ◽  
Cultural Context ◽  
Receptive Language ◽  
Scaling Analysis ◽  
Turkish Children ◽  
The Social ◽  
Behavioral Assessments

This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced role in mental state understanding and social interactions, we assessed receptive language as well. The participants were 107 institution-reared children aged 3 to 5 years in Turkey. Two visits were held within 2 days for behavioral assessments. In the first visit, the ToM scale was administered; in the second visit, the child was given the language test and the EF tasks. The social competence scales were completed by the child’s primary care provider in the institution. Guttman scaling analysis revealed that an understanding of diverse beliefs developed earlier than knowledge access, favoring the “individualistic pattern.” The regression analysis showed that EF was a significant predictor of ToM, but neither of them was associated with social competence when age was controlled. Receptive language predicted social competence and EF directly, and ToM indirectly through EF, pointing to the importance of this ability for early development.

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