Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-09-2014 | Original Paper

Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder

Auteurs: Yael Kimhi, Dana Shoam-Kugelmas, Galit Agam Ben-Artzi, Inbal Ben-Moshe, Nirit Bauminger-Zviely

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

Abstract

Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD.

vorige artikel Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

volgende artikel Binding of Multiple Features in Memory by High-Functioning Adults with Autism Spectrum Disorder

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, fourth edition: DSM-IV-TR. Washington, DC: Author. CrossRef

American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Atance, C. M., Belanger, M., & Meltzoff, A. N. (2010). Preschoolers’ understanding of others’ desires: Fulfilling mine enhances my understanding of yours. Developmental Psychology, 46, 1505–1513. PubMedCrossRef

Bartsch, K., & Wellman, H. M. (1989). Young children’s attribution of action to beliefs and desires. Child Development, 60, 946–964. PubMedCrossRef

Biro, S., & Russell, J. (2001). The execution of arbitrary procedures by children with autism. Development and Psychopathology, 13, 97–110. PubMedCrossRef

Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in high-functioning children with autism. Development and Psychopathology, 7, 137–150. CrossRef

Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299–319. PubMedCrossRef

Christ, S. E., Holt, D., White, D. A., & Green, L. (2007). Inhibitory control in children with autism. Journal of Autism and Developmental Disorders, 37, 1155–1165. PubMedCrossRef

Colle, L., Baron-Cohen, S., & Hill, J. (2007). Do children with autism have a theory of mind? A non-verbal test of autism versus specific language impairment. Journal of Autism and Developmental Disorders, 37, 716–723. PubMedCrossRef

Colonnesi, C., Koops, W., & Meerum Terwogt, M. (2008). Young children’s psychological explanations and their relationship to perception and intention-understanding. Infant and Child Development, 17, 163–179. CrossRef

Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166, 210–222. PubMedCentralPubMedCrossRef

Dawson, G., Meltzoff, A., Osterling, J., & Rinaldi, J. (1998). Neuropsychological correlates of early symptoms of autism. Child Development, 69, 1277–1285. CrossRef

Fisher, N., & Happe, F. (2005). A training study of theory of mind and executive function in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 35, 757–771. PubMedCrossRef

Flynn, E. (2007). The role of inhibitory control in false belief understanding. Infant and Child Development, 16, 53–69. CrossRef

Flynn, E., O’Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7, 103–115. PubMedCrossRef

Frye, D. (2000). Theory of mind, domain specificity, and reasoning. In P. Mitchell & K. J. Riggs (Eds.), Children’s reasoning and the mind (pp. 149–167). Hove, UK: Psychology Press.

Geurts, H. M., Verte, S., Oosterlaan, J., Roeyers, H., & Sergeant, J. A. (2004). How specific are executive functioning deficits in attention hyperactivity disorder and autism? Journal of Child Psychology and Psychiatry, 45, 836–854. PubMedCrossRef

Golan, O., Baron-Cohen, S., Hill, J. J., & Rutherford, M. D. (2007). The “reading the mind in the voice” test revised: A study of complex emotion recognition in adults with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 37, 1096–1106. PubMedCrossRef

Griffith, E. M., Pennington, B. F., Wehner, E. A., & Rogers, S. J. (1999). Executive functions in young children with autism. Child Development, 70, 817–832. PubMedCrossRef

Harris, P. L. (1989). Children and emotion: The development of psychological understanding. Oxford: Blackwell.

Harris, P. L., Johnson, C., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children’s theory of mind and emotion. Cognition and Emotion, 3, 379–400. CrossRef

Hill, E. L. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189–233. CrossRef

Hill, E. L., & Bird, C. M. (2006). Executive processes in Asperger syndrome: Patterns of performance in multiple case series. Neuropsychologia, 44, 2822–2835. PubMedCrossRef

Hughes, C. (1996). Control of action and thought: Normal development and dysfunction in autism. Journal of Child Psychology and Psychiatry, 37, 229–236. PubMedCrossRef

Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233–253. CrossRef

Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43, 1447–1459. PubMedCrossRef

Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 7, 131–142. CrossRef

Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool aged children. Mental Retardation and Developmental Disabilities Research Reviews, 11, 209–215. PubMedCentralPubMedCrossRef

Jacques, S., & Zelazo, P. D. (2001). The flexible item selection task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20, 573–591. PubMedCrossRef

Joseph, R. M., McGrath, L. M., & Tager-Flusberg, H. (2005). Executive dysfunction and its relation to language ability in verbal school age children with autism. Developmental Neuropsychology, 27, 361–378. PubMedCentralPubMedCrossRef

Kissine, M. (2012). Pragmatics, cognitive flexibility and autism spectrum disorders. Mind and Language, 27, 1–28. CrossRef

Kleinhans, N., Ackshoomof, N., & Delis, D. C. (2005). Executive functions in autism and Asperger’s disorder: Flexibility, fluency, and inhibition. Developmental Neuropsychology, 27, 379–401. PubMedCrossRef

Landa, R. J., & Goldberg, M. C. (2005). Language, social, and executive functions in high functioning autism: A continuum of performance. Journal of Autism and Developmental Disorders, 35, 557–572. PubMedCrossRef

Lord, C., Rutter, M., & LeCouteur, A. (1994). Autistic diagnostic interview revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 19, 185–212. CrossRef

McAlister, A., & Peterson, C. C. (2006). Mental playmates: Siblings, executive functioning and theory of mind. British Journal of Educational Psychology, 24, 733–751.

Mullen, E. M. (1995). Mullen scales of early learning. Circle Pines, MN: American Guidance Service.

Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081–1105. PubMedCrossRef

Parker, J. G., MacDonald, C. A., & Miller, S. A. (2007). “John thinks that Mary feels”. False belief in children across affective and physical domains. Journal of Genetic Psychology, 168, 43–61. PubMedCrossRef

Pellicano, E. (2007). Links between theory of mind and executive function in young children: Clues to developmental primacy. Developmental Psychology, 43, 974–990. PubMedCrossRef

Pellicano, E. (2010). Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism. Developmental Psychology, 46, 530–544. PubMedCrossRef

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51–87. PubMedCrossRef

Perner, J., Lang, B., & Kloo, D. (2002). Theory of mind and self-control: More than a common problem of inhibition. Child Development, 73, 752–767. PubMedCrossRef

Peterson, C. C. (2005). Mind and body: Concepts of human cognition, physiology and false belief in children with autism or typical development. Journal of Autism and Developmental Disorders, 35, 487–497. PubMedCrossRef

Rieffe, C., Meerum Terwogt, M., & Stockmann, L. (2000). Understanding atypical emotions among children with autism. Journal of Autism and Developmental Disorders, 30, 195–203. PubMedCrossRef

Rieffe, C., Meerum Terwogt, M., Koops, W., Stegge, H., & Oomen, A. (2001). Preschoolers’ appreciation of uncommon desires and subsequent emotions. British Journal of Developmental Psychology, 19, 259–274. CrossRef

Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition, 71, 362–368. PubMedCrossRef

Russell, J. (1996). How executive disorders can bring about an adequate theory of mind. In J. Russell (Ed.), Autism as an executive disorder (pp. 256–304). Oxford, England: Oxford University Press.

Russell, J., & Hill, E. (2001). Action-monitoring and intention reporting in children with autism. Journal of Child Psychology and Psychiatry, 42, 317–328. PubMedCrossRef

Rutherford, M. D., & Rogers, S. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289–302. PubMedCrossRef

Sabbagh, M. A., Moses, L. J., & Shiverick, S. (2007). Executive functioning and preschoolers’ understanding of false beliefs, false photographs, and false signs. Child Development, 77, 1034–1049. CrossRef

Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of London, 298, 199–209. PubMedCrossRef

Shu, B. C., Lung, F. W., Tien, A. Y., & Chen, B. C. (2001). Executive function deficits in non-retarded autistic children. Autism, 5, 165–174. PubMedCrossRef

Slaughter, V., Peterson, C. C., & Mackintosh, E. (2007). Mind what mother says: Input and theory of mind in typical children and those on the autistic spectrum. Child Development, 78, 839–858. PubMedCrossRef

Steele, S., Joseph, R., & Tager-Flusberg, H. (2003). Brief report: Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33, 461–467. PubMedCrossRef

Tager-Flusberg, H., & Sullivan, K. (1994). Predicting and explaining behavior: A comparison of autistic, mentally retarded, and normal children. Journal of Child Psychology and Psychiatry, 35, 1059–1075. PubMedCrossRef

Verte, S., Geurts, H. M., Roeyers, H., Oosterlaan, J., & Sergeant, J. A. (2005). Executive functioning in children with autism and Tourette syndrome. Developmental Psychopathology, 17, 415–445. CrossRef

Wechsler, D. (1998). Wechsler Scales of Intelligence-R 95: Hebrew version. Jerusalem, Israel: Ministry of Education.

Wechsler, D. (2002). The Wechsler preschool and primary scale of intelligence, third edition (WPPSI-III). San Antonio, TX: Psychological Corporation.

Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523–541. PubMedCrossRef

White, S. J., Burgess, P. W., & Hill Elisabeth, L. (2009). Impairments on “open-ended” executive function tests in autism. Autism Research, 2, 138–147. [Article]: Goldsmiths Research Online. PubMedCrossRef

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

Yerys, B. E., Hepburn, S. L., Pennington, B. L., & Rogers, S. J. (2007). Executive function in preschoolers with autism: Evidence consistent with a secondary deficit. Journal of Autism and Developmental Disorders, 37, 1068–1079. PubMedCrossRef

Yerys, B. E., Wallace, G. L., Harrison, B., Celano, M. J., Giedd, J. N., & Kenworthy, L. E. (2009). Set-shifting in children with autism spectrum disorders: Reversal shifting deficits on the intradimensional/extradimensional shift test correlate with repetitive behaviors. Autism, 13, 523–539. PubMedCentralPubMed

Zelazo, P. D., Jacques, S., Burack, J. A., & Frye, D. (2002). The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders. Infant and Child Development, 11, 171–195. CrossRef

Zelazo, P. D., Craik, F. I. M., & Booth, L. (2004). Executive functions across the life spans. Acta Psychologia, 115, 167–183. CrossRef

Titel: Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder
Auteurs: Yael Kimhi
Dana Shoam-Kugelmas
Galit Agam Ben-Artzi
Inbal Ben-Moshe
Nirit Bauminger-Zviely
Publicatiedatum: 01-09-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-014-2104-z

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2014

Sexual Knowledge and Victimization in Adults with Autism Spectrum Disorders

Using the Autism Detection in Early Childhood (ADEC) and Childhood Autism Rating Scales (CARS) to Predict Long Term Outcomes in Children with Autism Spectrum Disorders

Relationships Between Feeding Problems, Behavioral Characteristics and Nutritional Quality in Children with ASD

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program

A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study