Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Who Cares? Revisiting Empathy in Asperger Syndrome

volgende artikel The Effects of PECS Teaching to Phase III on th...

Tip

Swipe om te navigeren naar een ander artikel

01-04-2007 | Original Paper | Uitgave 4/2007

Do Children with Autism have a Theory of Mind? A Non-verbal Test of Autism vs. Specific Language Impairment

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 4/2007

Auteurs:: Livia Colle, Simon Baron-Cohen, Jacqueline Hill

» Toegang tot de volledige tekst krijgen

Abstract

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the possibility that a non-verbal FB test would distinguish children with autism vs. children with SLI. The present study tested two predictions: (1) FB understanding is to some extent independent of language ability; and (2) Children with autism with low language levels show specific impairment in theory of mind. Results confirmed both predictions. Results are discussed in terms of the role of language in the development of mindreading.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Appleton, M., & Reddy, V. (1996). Teaching three year-olds to pass false belief tests: A conversational approach. Social Development, 5, 275–291. CrossRef

Astington, J., & Jenkins, J. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311–1320. PubMedCrossRef

Baird, G., Charman, T., Cox, A., Baron-Cohen, S., Sweettenham, J., Wheelwright, S., & Drew, A. (2001). Screening and surveillance for autism and pervasive developmental disorders. Archives of Diseases in Childhood, 84, 468–475. CrossRef

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21, 37–46. PubMedCrossRef

Call, J., & Tomasello, M. (1999). A nonverbal false belief task: The performance of children and great apes. Child Development, 70, 381–395. PubMedCrossRef

Cassidy, K., & Balluramen, G. (1997). Theory of mind ability in language delayed children. Paper presented at biennial meeting of Society for Research in Child Development, Washington, DC.

Chandler, M., Fritz, A., & Hala, S. (1989). Small-scale deceit: Deception as a marker of two, three, and four-years-olds’ early theories of mind. Child Development, 60, 1263–1277. PubMedCrossRef

Clements, W. A., Rustin, C., & McCallum, S. (2000). Promoting the transition from implicit to explicit understanding: A training study of false belief. Developmental Science, 3, 88–92. CrossRef

de Villiers, J., & de Villiers, P (1995). Steps in the mastery of sentence complements. Paper presented at the biennial meeting of the Society for Research in Child Development, March 31, 1995. Indianapolis, IN.

de Villiers, J., & de Villiers, P. (2000). Linguistic determinism and the understanding of false belief. In P. Mitchell & K. J. Riggs (Eds.), Children reasoning and the mind (pp. 191–228). Hove, England: Psychology Press.

Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J., Pethick, S., & Reilly, J. (1993). MacArthur communicative development inventories. User’s guide and technical manual. San Diego, CA: Singular Publishing Group.

Gale, E., de Villiers, P., de Villiers, J., & Pyers, J. (1996). Language and theory of mind in oral deaf children. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), Proceedings of the 20th annual Boston University conference on language development, Vol. 1. Somerville, MA: Cascadilla Press.

Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 61, 346–359. CrossRef

Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843–855. PubMedCrossRef

Harris, P. (1996). Desires, beliefs, and language. In P. Carruthers & P. K. Smith (Eds.), Theories of theories of mind (pp. 200–220). Cambridge, MA: Cambridge University Press.

Iarocci, G., Della Cioppa, J., Randolph, B., & Wohl, E. (1997). Do children with developmental language delay have theory of mind? McGill University, Montreal.

Leiter, R. (1952). Leiter International Performance Scale. Chicago, IL: Stoelting.

Leslie, A. M., & Frith, U. (1988). Autistic children’s understanding of seeing, knowing, and believing. British Journal of Developmental Psychology, 6, 315–324.

Lord, C., Rutter, M., DiLavore, P., & Risi, S. (1999). Autism diagnostic observation schedule. Los Angeles: Western Psychological Services.

Miller, C. (2001). False belief understanding in children with specific language impairment. Journal of Communication Disorders, 34, 73–86. PubMedCrossRef

Moore, C., Pure, K., & Furrow, D. (1990). Children’s understanding of the modal expression of speakers certainty and uncertainty and its relation to the development to the development of a representational theory of mind. Child Development, 61, 722–730. PubMedCrossRef

Lohmann, H., & Tomasello, M. (2003). A role of language in the development of false belief understanding: A training study. Child Development, 74, 1130–1144. PubMedCrossRef

Perner, J. (1991). Understanding the representational mind. Bradford Books MIT Press.

Perner, J., Frith, U., Leslie, A., & Leekman, S. (1989). Exploration of the autistic child’s theory of mind: knowledge, belief, and communication. Child Development, 60, 689–700. CrossRef

Peterson, C. C., & Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf and normal hearing children. Psychological Science, 10, 126–129. CrossRef

Peterson, C. C., & Siegal, M. (2000). Insight into theory of mind from deafness and autism. Mind & Language, 15, 123–145. CrossRef

Piaget, J. (1963). The origins of intelligence in children. New York: W.W. Norton & Company, Inc.

Rutter, M. (1978). Language disorder and infantile autism. In M. Rutter & E. Schopler (Eds.), Autism: A reappraisal of concepts and treatment (pp. 85–104). New York: Plenum.

Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The ‘windows task’ as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology.

Schopler, E., Reichler, R., & Rochen Renner, B. (1986). The childhood autism rating scale (Cars) for diagnostic screening and classification of autism. New York: Irvington.

Semel, E., Wiig, E., & Secord, W. (1987). Clinical evaluation of language fundamentals – revised. San Antonio, TX: The Psychological Corporation.

Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. International Review of Psychiatry, 11, 325–334. PubMedCrossRef

Varley, R., Siegal, M., & Want, S. (2001). Severe impairment in grammar does not preclude theory of mind. Neurocase, 7, 489–493. PubMedCrossRef

Wellman, H. M. (1990). The child’s theory of mind. Cambridge: MIT Press.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs. Representation and constraining functions of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. PubMedCrossRef

Wing, L., Kim, A., & Volkmar, F. (2001). The autistic spectrum. A parents’ guide to understanding and helping your child. Pub. Group West.

Ziatas, K., Durkin, K., & Pratt, C. (1998). Belief term development in children with autism, Asperger syndrome, specific language impairment and normal development: Links to theory of mind development. Journal of Child Psychology and Psychiatry, 5, 755–763. CrossRef

Titel: Do Children with Autism have a Theory of Mind? A Non-verbal Test of Autism vs. Specific Language Impairment
Auteurs:: Livia Colle
Simon Baron-Cohen
Jacqueline Hill
Publicatiedatum: 01-04-2007
DOI: https://doi.org/10.1007/s10803-006-0198-7
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 4/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 4/2007

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

Brief Report: Error Pattern in an Autistic Savant Calendar Calculator

“Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III”

The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers

Use of Complementary and Alternative Medicine among Children Diagnosed with Autism Spectrum Disorder

Editorial