Abstract
One of the main aspects of theory of mind is intentionality which refers to recognizing other people’s intentions in their behaviors. The aim of this study was to investigate intentionality in children with attention-deficit/hyperactivity disorder (ADHD). Thirty children with ADHD were compared to thirty age- and IQ-matched normal children. All participants were assessed using the moving shapes paradigm task which contains one large red and one small blue triangle moving around a black screen. They were asked to describe what the movements mean and how the triangles interact with each other. The answers were rated based on the accuracy, type of descriptions applied, mental states, and length of phrases. With regard to intentionality score, children with ADHD performed significantly worse than normal children (P < .05). Based on appropriateness score, the accuracy of patients’ answers was lower in comparison with the control group. Children with ADHD used longer phrases as compared to controls. Children with ADHD can have problems with comprehending others’ intentionality. This leads to impairment in social relationship.
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This study was a part of the first author’s thesis in obtaining M.Sc. in Cognitive Sciences at the Institute for Cognitive Science Studies. We thank all children and their parents for their contribution to this study.
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Mohammadzadeh, A., Tehrani-Doost, M., Khorrami, A. et al. Understanding intentionality in children with attention-deficit/hyperactivity disorder. ADHD Atten Def Hyp Disord 8, 73–78 (2016). https://doi.org/10.1007/s12402-015-0187-9
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DOI: https://doi.org/10.1007/s12402-015-0187-9