The Effects of Discussion Using Personality Picture Book on Young Children’s Personality and Theory of Mind

2021 ◽  
Vol 6 (2) ◽  
pp. 113-124
Author(s):  
Yoon Se Hwang
Keyword(s):  
Theory Of Mind ◽  
Picture Book

Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals

1995 ◽  
Vol 16 (3) ◽  
pp. 241-256 ◽  
Author(s):  
Helen Tager-Flusberg ◽  
Kate Sullivan
Keyword(s):  
Theory Of Mind ◽  
Picture Book ◽  
Mentally Retarded ◽  
Normal Subjects ◽  
Mental States ◽  
Standard Test ◽  
Emotional States ◽  
Significant Group ◽  
Lexical Cohesion ◽  
Narrative Ability

ABSTRACTThis study investigated narrative abilities and their relation to theory of mind in autistic and mentally retarded subjects, who were matched for their linguistic competence on standardized measures of comprehension and production. We asked 27 autistic, 27 mentally retarded, and 17 normal subjects (whose age range matched the verbal mental age ranges of the developmentally disordered groups) to tell the story from a wordless picture book. Following their spontaneous narratives, a set of probe questions was asked about the story characters' feeling states. The autistic and mentally retarded subjects were also given a standard test of false belief. The main findings were that, when closely matched on language ability, no significant group differences were found on measures of narrative length, use of lexical cohesion devices, and mental state terms. On the probed questions, the autistic and mentally retarded subjects gave fewer appropriate emotion responses than the normal subjects, and the autistic subjects had difficulty explaining the emotional states correctly. For the autistic sample, the narrative measures were significantly correlated with performance on the theory of mind task. The findings are interpreted in terms of the contributions of both linguistic and social–cognitive factors in narrative ability.

Lene Asks Kjære Rikard som utgangspunkt for utvikling av emosjonell literacy og mentaliseringsevne

2021 ◽  
Vol 51 (1) ◽  
pp. 117-139
Author(s):  
Annika Bøstein Myhr ◽  
Oda Helene Bergland ◽  
Bente Jeannine Hovind
Keyword(s):  
Theory Of Mind ◽  
Reader Response ◽  
Picture Book ◽  
Graphic Novel ◽  
Literary Studies ◽  
Close Reading ◽  
Adult Readers ◽  
Reader Response Theory ◽  
Emotional Literacy ◽  
Cognitive Literary Studies

Abstract The article explores whether reading Lene Ask’s documentary graphic novel Kjære Rikard (‘Dear Rikard’) may provide children and adults with training in, and an increased awareness of the importance of, emotional literacy and theory of mind. In order to investigate this question, the authors of the article conduct a close reading of Ask’s novel, using terminology from narratology, picture book and comics’ theory, and look for connections between the findings from the analyses and insights from reader-response theory and cognitive literary studies. The authors suggest that in combination, Ask’s fictive and documentarist drawings and the excerpts from the hand-written correspondence between young Rikard in Stavanger and his father, a missionary in Madagaskar in the 1890s, invite both children and adult readers to develop a keen sense of the value of emotional literacy and theory of mind.

Parent–child picture-book reading, mothers' mental state language and children's theory of mind

2005 ◽  
Vol 32 (3) ◽  
pp. 673-686 ◽  
Author(s):  
JUAN E. ADRIAN ◽  
ROSA A. CLEMENTE ◽  
LIDON VILLANUEVA ◽  
CAROLIEN RIEFFE
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Picture Book ◽  
False Belief ◽  
Book Reading ◽  
Mental State Language ◽  
Picture Book Reading ◽  
Reading At Home ◽  
State Language ◽  
Parent Child

This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

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.

Picture Book Perfection

ASHA Leader ◽  
2014 ◽  
Vol 19 (7) ◽  
pp. 14-14
Keyword(s):  
Picture Book

Are Deficits in Social Cognition Linked to Autobiographical Memory in Patients with Alzheimer’s Disease?

2016 ◽  
Vol 27 (4) ◽  
pp. 257-264 ◽  
Author(s):  
Johannes H. Scheidemann ◽  
Franz Petermann ◽  
Marc Schipper
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Autobiographical Memory ◽  
Positive Relationship ◽  
Neuropsychological Test ◽  
Clinical Group ◽  
Neuropsychological Test Battery ◽  
Fluency Task

Abstract. We investigated theory of mind (ToM) deficits in Alzheimer‘s disease (AD) and its possible connection to autobiographical memory (ABM). Patients and matched controls were evaluated and compared using a video-based ToM test, an autobiographical fluency task, and a neuropsychological test battery. We found that ToM deficits were positively associated with semantic ABM in the clinical group, whereas a positive relationship appeared between ToM and episodic ABM in controls. We hypothesize that this reflects the course of the disease as well as that semantic ABM is used for ToM processing, being still accessible in AD. Furthermore, we assume that it is also less efficient, which in turn leads to a specific deficit profile of social cognition.

Skalierung von “Theory of Mind“-Aufgaben

2006 ◽  
Vol 38 (4) ◽  
pp. 186-195 ◽  
Author(s):  
Susanne Kristen ◽  
Claudia Thoermer ◽  
Tanja Hofer ◽  
Gisa Aschersleben ◽  
Beate Sodian
Keyword(s):  
Theory Of Mind ◽  
Fand Sich

Zusammenfassung. Die von Wellman und Liu (2004) für den englischsprachigen Raum entwickelte “Theory of Mind“-Skala wurde in einer Übersetzung ( Hofer & Aschersleben, 2004 ) an einer Stichprobe von 107 3- bis 5-jährigen Kindern validiert. Sowohl die Annahme einer einheitlichen konzeptuellen Progression als auch die Skalenpassung konnten repliziert werden. Abweichend von Wellman und Liu (2004) fand sich ein Effekt der Aufgabenfolge mit einer besseren Skalenpassung und insgesamt besserer Performanz bei nach Schwierigkeit ansteigender Präsentation. Insgesamt sprechen die Befunde dafür, dass die deutsche Version der “Theory of Mind“-Skala die Entwicklung der begrifflichen Erschließung des mentalen Bereichs im Vorschulalter adäquat abbildet und eine zuverlässige Methode darstellt, den individuellen Stand der “Theory of Mind“-Entwicklung zu messen.

Bleibt die Spezifität der Beziehung zwischen Theory of mind und inhibitorischer Kontrolle über die Lebensspanne bestehen?

2004 ◽  
Vol 36 (2) ◽  
pp. 105-114 ◽  
Author(s):  
Athanasios Chasiotis ◽  
Florian Kießling
Keyword(s):  
Theory Of Mind ◽  
Sozioökonomischer Status

Zusammenfassung. Eine Reihe neuerer Untersuchungen zur Beziehung zwischen der Entwicklung der kindlichen “theory of mind“ (TOM) und inhibitorischer Fähigkeiten weisen auf einen engen Zusammenhang beider Konstrukte hin, der selbst nach Kontrolle signifikanter Einflussvariablen wie verbale Intelligenz, Geburtsrang und sozioökonomischer Status bestehen bleibt. In der vorliegenden Arbeit wird an zwei Stichproben explorativ untersucht, ob sich dieser für das Kindesalter bekannte Zusammenhang auch im Erwachsenenalter zeigt. Zur Erfassung der TOM im Erwachsenenalter wurden Geschichten verwendet, die das mentalistische Verständnis komplexer sozialer Situationen erfordern. Als Maß für die inhibitorischen Fähigkeiten im Erwachsenenalter wurde die Leistung im für Erwachsene modifizierten Selbstregulations- und Konzentrationstest (SRKT-K, Kuhl und Kraska, 1992 ) erhoben. Während die aus der Kindheit bekannten Kontextvariablen im Erwachsenenalter über beide Stichproben hinweg keine konsistente Rolle spielten, ließ sich der bereits im Kindesalter spezifische Zusammenhang zwischen mentalistischer Kompetenz und inhibitorischen Fähigkeiten auch im Erwachsenenalter nachweisen.

Lifespan Theory of Mind

2018 ◽  
Vol 226 (2) ◽  
pp. 85-86 ◽  
Author(s):  
Daniel M. Bernstein
Keyword(s):  
Theory Of Mind
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