scholarly journals What’s the Link Between Theory of Mind and Other Cognitive Abilities – A Co-twin Control Design of Neurodevelopmental Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Johan Isaksson ◽  
Janina Neufeld ◽  
Sven Bölte
Keyword(s):  
Theory Of Mind ◽  
Cognitive Functions ◽  
Neurodevelopmental Disorders ◽  
Control Design ◽  
Mental States ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Shared Environment ◽  
Core Element ◽  
Familial Factors

Theory of mind (ToM), or the ability to attribute mental states to oneself and others, is a core element of social cognition (SC). Even though its importance for social functioning in general, and neurodevelopmental disorders (NDDs), in particular, is well established, the links between ToM and other cognitive functions are not. Especially the familial underpinnings of such links remain unclear. Using a co-twin control design, we examined N = 311 twins (mean age M = 17.19 years, 47% females) diagnosed with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), other NDDs, or typically developing individuals. We used the Reading the Mind in the Eyes Test to operationalize ToM, the Fragmented Pictures Test for central coherence (CC), the Tower Test for executive functioning (EF), and the general ability index in the Wechsler Intelligence Scales for IQ. In the linear regressions, weak CC and a lower IQ were associated with a reduced ToM ability across pairs. Female sex and higher age were robustly associated with increased ToM ability, whereas EF was not associated with ToM. In the within-pair analyses, where unmeasured familial confounders are implicitly adjusted, the associations between ToM and other cognitive functions, were attenuated and the association with CC was non-significant. The result suggests that familial factors shared by the twins, such as genetic and shared environment, influence the association between CC, IQ, and ToM. Future studies need to include a larger sample of monozygotic twins, who are genetically identical, in order to draw more firm conclusions regarding the influence of familial factors, and to differentiate between shared environmental and genetic effects on the associations between cognitive functions.

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

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.

scholarly journals Theory of Mind Deficit versus Faulty Procedural Memory in Autism Spectrum Disorders

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Miguel Ángel Romero-Munguía
Keyword(s):  
Autism Spectrum Disorders ◽  
Theory Of Mind ◽  
Cognitive Skills ◽  
Behavioral Flexibility ◽  
Poor Performance ◽  
Executive Dysfunction ◽  
Procedural Memory ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Spectrum Disorders

Individuals with autism spectrum disorders (ASD) have impairments in social interaction, communicative capacity, and behavioral flexibility (core triad). Three major cognitive theories (theory of mind deficit, weak central coherence, and executive dysfunction) seem to explain many of these impairments. Currently, however, the empathizing-systemizing (a newer version of the theory of mind deficit account) and mnesic imbalance theories are the only ones that attempt to explain all these core triadic symptoms of ASD On the other hand, theory of mind deficit in empathizing-systemizing theory is the most influential account for ASD, but its counterpart in the mnesic imbalance theory, faulty procedural memory, seems to occur earlier in development; consequently, this might be a better solution to the problem of the etiology of ASD, if it truly meets the precedence criterion. Hence, in the present paper I review the reasoning in favor of the theory of mind deficit but with a new interpretation based on the mnesic imbalance theory, which posits that faulty procedural memory causes deficits in several cognitive skills, resulting in poor performance in theory of mind tasks.

scholarly journals Contribution of the right temporoparietal junction and ventromedial prefrontal cortex to theory of mind in autism: A randomized, sham-controlled tDCS study

2021 ◽  
Author(s):  
Mohammad Ali Salehinejad ◽  
Nasim Paknia ◽  
Amir Hossein Hosseinpour ◽  
Fatemeh Yavari ◽  
Carmelo M. Vicario ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Theory Of Mind ◽  
Brain Stimulation ◽  
Cortical Excitability ◽  
Mental States ◽  
Autism Spectrum ◽  
Ventromedial Prefrontal Cortex ◽  
Temporoparietal Junction ◽  
Non Invasive ◽  
Children With Asd

Theory of Mind (ToM) is the ability to attribute subjective mental states to oneself and others and is significantly impaired in Autism Spectrum Disorder (ASD). A frontal-posterior network of regions including the ventromedial prefrontal cortex (vmPFC) and temporoparietal junction (TPJ) is involved in ToM. Previous studies show an underactivation of these regions in ASD. Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation method for causally investigating brain-behavior relationships via induction of cortical excitability alterations. tDCS, mostly over the ventromedial prefrontal cortex, has been increasingly applied for improving behavioral problems in ASD. Here we investigated the contribution of the vmPFC and right TPJ in ToM abilities of ASD children via tDCS in a pilot study. Sixteen children with ASD (mean age = 10.7±1.9) underwent three tDCS sessions (1 mA, 20 min) in a randomized, double-blind, sham-controlled design. Stimulation protocols included: i) anodal vmPFC tDCS, ii) anodal r-TPJ tDCS, and iii) sham tDCS. ToM abilities were explored during tDCS using the Theory of Mind Test (TOMT). Our results show that activation of the vmPFC with anodal tDCS significantly improved ToM in children with ASD compared to both, r-TPJ tDCS and sham stimulation. Specifically, precursors of ToM (e.g. emotion recognition, perception and imitation) and elementary ToM skills (e.g. first-order mental state reasoning) were significantly improved by anodal vmPFC tDCS. Based on these results, the vmPFC is a potential target region for the reduction of ASD symptoms via non-invasive brain stimulation, which should be examined in larger detail in future studies

scholarly journals Theory of Mind Development in School Children with autism spectrum disorders

2021 ◽  
Vol 29 (1) ◽  
pp. 112-131
Author(s):  
R.A. Turevskaya ◽  
A.A. Plenskovskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Theory Of Mind ◽  
Children With Autism ◽  
Mental States ◽  
Autism Spectrum ◽  
System Level ◽  
Cognitive Mechanisms ◽  
Age Related ◽  
Spectrum Disorders ◽  
Representative System

We present the results of an empirical study that aimed at a deeper understanding of mental states using the concept of theory of mind (ToM). A system-level approach to the study of ToM is being developed. Using a standardized version of F. Happé’s Strange Stories test we conducted a comparative study on children from the normative group (N=54) and high-functioning children with autism spectrum disorders (N=43). Both groups were divided into subgroups of 7—11 and 12—16 years old. Based on the data obtained, emotional-figurative, perceptual-figurative, and conceptual levels of representation development in the ToM system were identified. We traced the age-related dynamics of the representations in the ToM system, which is normally associated with a change in its cognitive mechanisms, the emergence of the leading level in the organization of a representative system, and the formation of conceptual representations. The disordered development of ToM in ASD children arises due to the disturbances of ToM representations differentiation, integrative processes degradation, and development asynchrony.

Mind Reading in Films Task to Assess Social Cognitive Deficits in Autism Spectrum Conditions

2020 ◽  
Vol 20 (2) ◽  
pp. 79-100
Author(s):  
Soraya TAHAZADEH ◽  
Usha BARAHMAND ◽  
Fereshteh YAGHOOTI ◽  
Mohamad Ali NAZARI
Keyword(s):  
Theory Of Mind ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
High Functioning Autism ◽  
Mental States ◽  
Diagnostic Value ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Mind Reading ◽  
Eyes Task

"Background and Objectives. Various tasks with a variety of stimuli have been devised to measure aspects of theory of mind. In the present study, with due consideration of Iranian culture, we introduce a sensitive video-based test, called Mind Reading in Films Task (Films Task), for the evaluation of complex emotions and mental states. This new social ecological task for mindreading comprises several short film scenes, some measuring cognitive theory of mind and some measuring affective theory of mind. Method. This study included two experiments. In experiment 1, the validity of the newly devised Films Task was investigated by comparing the responses of 342 students to the Films Task and to the Reading the Mind in the Eyes Task (Eyes Test). In experiment 2, the predictive power and sensitivity of the Films Task was assessed. Twenty adults with high functioning autism spectrum conditions (ASC) were compared with 20 matched healthy controls in terms of their responses to the Eyes Task, Films Task and Empathy Quotient questionnaire. The ROC curve was used to determine the best cut-off point and the diagnostic value. Results. Our findings substantiate the discriminative capacity of the Films Task to distinguish individuals with autism spectrum conditions from their healthy non-clinical counterparts. Limitations: Intelligence and comorbid psychiatric conditions were not controlled, limiting the utility of the measure. Conclusions. Results imply the potential utility of the Films Task as a viable alternative to the Eyes Task in measuring individual differences in social cognitive ability in the general population."

A Matter of Perspective: An Exploratory Study of a Theory of Mind Autism Intervention for Adolescents

2020 ◽  
pp. 003329411989812 ◽  
Author(s):  
Mishon Lecheler ◽  
Jon Lasser ◽  
Phillip W. Vaughan ◽  
Jesi Leal ◽  
Kirstina Ordetx ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Theory Of Mind ◽  
Mental States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Understanding ◽  
Effective Interventions ◽  
Adolescents With Autism ◽  
The Impact

Theory of Mind (ToM) is the capacity to make attributions of mental states such as thoughts, feelings, and beliefs of others. Individuals with autism spectrum disorder are often characterized by delayed or impaired Theory of Mind development and poor social skills. A positive correlation between Theory of Mind skills and social skills exists, but effective interventions that generalize these skills have proven to be a challenge in the field. Furthermore, few effective interventions exist to increase Theory of Mind skills in adolescents with autism spectrum disorder. The Teaching Theory of Mind curriculum is a 12-week intervention aimed at increasing social understanding in children and adolescents with deficits in Theory of Mind. To date, there have not been any empirical studies to test the efficacy of the curriculum. The purpose of this study is to investigate the efficacy of the Teaching Theory of Mind curriculum on adolescents with autism spectrum disorder and explore the impact of the intervention when addressing various domains of social understanding. Results, though tentative, indicated that parents saw improved social understanding following intervention, though direct measures of Theory of Mind with adolescent participants did not change significantly.

Sex differences in the neural basis of theory of mind during development

2016 ◽  
Vol 33 (S1) ◽  
pp. S368-S368
Author(s):  
C. Frank
Keyword(s):  
Sex Differences ◽  
Theory Of Mind ◽  
Mirror Neuron System ◽  
Inferior Frontal Gyrus ◽  
Neural Mechanism ◽  
Mental States ◽  
Brain Regions ◽  
Autism Spectrum ◽  
Precentral Gyrus ◽  
Neural Basis

IntroductionTheory of mind (ToM) is the ability to predict behaviors of others in terms of their underlying mental states. It is carried out in order to make sense of and predict behavior. Impairments in ToM have been found in many psychiatric/neurological disorders including schizophrenia and autism spectrum disorders. Previous research has indicated sex difference in ToM development. Previous research has also found some differences in the neural basis of ToM.Objectives/aimsAn objective/aim of the present study was to examine possible sex differences in the neural mechanism associated with ToM development. Another objective was to examine the neural basis of ToM that is shared by both sexes throughout development.MethodsThirty-two adults (16 women) and 24 children (12 girls) were assessed with fMRI while performing a false belief (FB) task.ResultsDuring the ToM relative to non-ToM condition, adults and children of both sexes showed increased activity in the medial prefrontal cortex (mPFC) and the temporo-parietal junction (TPJ). Both boys and girls recruited more brain regions than adults. Moreover, children employed structures involved in the human mirror neuron system (hMNS) more than adults. More specifically, boys recruited the inferior frontal gyrus (IFG) more than men, while girls recruited the precentral gyrus more than women.ConclusionsThese results suggest that boys/men and girls/women employ different brain regions for ToM during development.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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