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

Tip

Swipe om te navigeren naar een ander artikel

11-01-2022 | Original Paper

Theory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither?

Tijdschrift:: Journal of Autism and Developmental Disorders

Auteurs:: Daniela Bulgarelli, Silvia Testa, Paola Molina

Extras

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Supplementary Information

The online version contains supplementary material available at https://doi.org/10.1007/s10803-021-05389-8.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Some studies report delayed theory of mind (ToM) development in children with specific language impairment (SLI), while others do not. A ToM delay is acknowledged in children with autism spectrum disorder (ASD), while whether these children also display a deficit is still under debate. In the current study, we drew on a developmental trajectory approach to assess whether children with SLI or ASD displayed delays or deficits in their ToM performance. Forty-three children with SLI (age 4–10 years), 44 children with ASD (age 5–12 years), and 227 typically developing children (age 3–11 years) completed the ToM Storybooks. Children with SLI were not found to display either a delay or a deficit in ToM, while children with ASD were found to display a deficit.

Log in om toegang te krijgen

Hier inloggen

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

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Alleen toegankelijk voor geautoriseerde gebruikers

Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., & Katsos, N. (2013). Which are the best predictors of theory of mind delay in children with specific language impairment? International Journal of Language & Communication Disorders, 48(6), 726–737. https://doi.org/10.1111/1460-6984.12045 CrossRef

Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3–20). Oxford University Press.

Bartoli, G., Bulgarelli, D., & Molina, P. (2019). Theory of mind development in children with visual impairment: The contribution of the adapted comprehensive test ToM Storybooks. Journal of Autism and Developmental Disorders, 49(9), 3494–3503. https://doi.org/10.1016/0010-0277(85)90022-8 CrossRefPubMed

Blijd-Hoogewys, E. M. A., van Geert, P. L. C., Serra, M., & Minderaa, R. B. (2008). Measuring theory of mind in children: Psychometric properties of the ToM storybooks. Journal of Autism and Developmental Disorders, 38(10), 1907–1930. https://doi.org/10.1007/s10803-008-0585-3 CrossRefPubMed

Blijd-Hoogewys, E. M. A., Van Geert, P. L. C., Serra, M., & Minderaa, R. B. (2010). Development of theory-of-mind and the theory-of-mind storybooks research in typically developing children and children with autism spectrum disorders. European Psychiatric Review, 3(2), 34–38.

Botting, N., & Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26(2), 281–300. https://doi.org/10.1348/026151007X235891 CrossRef

Boucher, J. (2012). Putting theory of mind in its place: Psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder. Autism, 16(3), 226–246. https://doi.org/10.1177/2F1362361311430403 CrossRefPubMed

Bradford, E. E., Hukker, V., Smith, L., & Ferguson, H. J. (2018). Belief-attribution in adults with and without autistic spectrum disorders. Autism Research, 11(11), 1542–1553. https://doi.org/10.1002/aur.2032 CrossRefPubMed

Bulgarelli, D., & Molina, P. (2013). Teoria della Mente nei bambini con Disturbo Specifico di Linguaggio: una questione di competenza o di performance? [Theory of Mind in children with Specific Language Impairment: A matter of competence or performance?]. Giornale Italiano di Psicologia, 60(4), 761–784. https://doi.org/10.1421/76946

Bulgarelli, D., Henning, A., & Bertin, E. (2022). 33. Social cognition and its main correlates in childhood. In P. K. Smith & C. Hart (Eds.), Wiley-Blackwell Handbook of Childhood Social Development, 3rd Ed. Wiley-Blackwell.

Bulgarelli, D., Testa, S., & Molina, P. (2015). Factorial structure of the ‘ToM Storybooks’: A test evaluating multiple components of theory of mind. British Journal of Developmental Psychology, 33(2), 187–202. https://doi.org/10.1111/bjdp.12062 CrossRef

Durrleman, S., Burnel, M., & Reboul, A. (2017). Theory of mind in SLI revisited: Links with syntax, comparisons with ASD. International Journal of Language & Communication Disorders, 52(6), 816–830. https://doi.org/10.1111/1460-6984.12317 CrossRef

Farrant, B. M., Fletcher, J., & Maybery, M. T. (2006). Specific language impairment, theory of mind, and visual perspective taking: Evidence for simulation theory and developmental role of language. Child Development, 77(6), 1842–1853. https://doi.org/10.1111/j.1467-8624.2006.00977.x CrossRefPubMed

Farrant, B. M., Maybery, M. T., & Fletcher, J. (2012). Language, cognitive flexibility, and explicit false belief understanding: Longitudinal analysis in typical development and specific language impairment. Child Development, 83(1), 223–235. https://doi.org/10.1111/j.1467-8624.2011.01681.x CrossRefPubMed

Guiberson, M., & Rodriguez, B. L. (2013). False belief understanding in language impaired and typically developing Spanish-speaking preschoolers from lower income backgrounds. Early Education & Development, 24(4), 517–535. https://doi.org/10.1080/10409289.2012.693429 CrossRef

Hanley, M., Riby, D. M., McCormack, T., Carty, C., Coyle, L., Crozier, N., Robinson, J., & McPhillips, M. (2014). Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition. Research in Autism Spectrum Disorders, 8(7), 908–924. https://doi.org/10.1016/j.rasd.2014.03.020 CrossRef

Hayes A. F. (2012–2020). The PROCESS macro for SPSS, SAS, and R. Retrieved on: https://www.processmacro.org

Lechner, M., & Strittmatter, A. (2019). Practical procedures to deal with common support problems in matching estimation. Econometric Reviews, 38(2), 193–207. https://doi.org/10.1080/07474938.2017.1318509 CrossRef

Leonard, L. B. (2014). Children with specific language impairment. MIT Press. CrossRef

Loukusa, S., Mäkinen, L., Kuusikko-Gauffin, S., Ebeling, H., & Moilanen, I. (2014). Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: Group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory. International Journal of Language & Communication Disorders, 49(4), 498–507. https://doi.org/10.1111/1460-6984.12091 CrossRef

Miller, C. A. (2001). False belief understanding in children with specific language impairment. Journal of Communication Disorders, 34(1–2), 73–86. https://doi.org/10.1016/S0021-9924(00)00042-3 CrossRefPubMed

Miller, C. A. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language and Communication Disorders, 39(2), 191–213. CrossRef

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x CrossRefPubMed

Mitchell, P. (1997). Introduction to theory of mind children, autism and apes. London: Arnold.

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology, 39(1), 1–18. https://doi.org/10.1111/bjdp.12350 CrossRef

Molina, P., & Bulgarelli, D. (2012). La standardizzazione italiana del test ToM Storybooks: Dati preliminary [The Italian standardization of the ToM Storybooks test: Preliminary data]. Giornale Italiano di Psicologia, 39(4), 863–880. https://doi.org/10.1421/73146 CrossRef

Molina, P., Testa, S., & Bulgarelli, D. (2020). Évaluer la compréhension des émotions et des états mentaux dans le développement typique et atypique: Résultats de deux nouveaux outils [Evaluating emotion and mental state understanding in typical and atypical development: Results from two new tools]. In Youssef, T. (Ed.), Actes du colloque de la 13 ^e édition du RIPSYDEVE 2020 «La psychologie du développement et de l’éducation pour le 21e siècle: Nouveaux objets, espaces et temporalités» (pp. 166–170). 2LPN - Université de Lorraine. https://hal.univ-lorraine.fr/hal-03168825

Nilsson, K. K., & de Lopez, K. J. (2016). Theory of mind in children with specific language impairment: A systematic review and meta-analysis. Child Development, 87(1), 143–153. https://doi.org/10.1111/cdev.12462 CrossRefPubMed

Ozonoff, S., & McEvoy, R. E. (1994). A longitudinal study of executive function and theory of mind development in autism. Development and Psychopathology, 6(3), 415–431. https://doi.org/10.1017/S0954579400006027 CrossRef

Perner, J., Frith, U., Leslie, A., & Leekam, S. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief, and communication. Child Development, 60, 689–700. https://doi.org/10.2307/1130734 CrossRef

Peterson, C. C., & Wellman, H. M. (2019). Longitudinal theory of mind (ToM) development from preschool to adolescence with and without ToM delay. Child Development, 90(6), 1917–1934. https://doi.org/10.1111/cdev.13064 CrossRefPubMed

Peterson, C. C., Wellman, H. M., & Slaughter, V. (2012). The mind behind the message: Advancing theory of mind scales for typically developing children, and those with deafness, autism, or Asperger syndrome. Child Development, 83(2), 469–485. https://doi.org/10.1111/j.1467-8624.2011.01728.x CrossRefPubMedPubMedCentral

Roid, G. H., & Miller, L. J. (2011). leiter international performance scale-revised (Leiter-R). Psymtec.

Schaeffer, J., Van Witteloostuijn, M., & Creemers, A. (2018). Article choice, theory of mind, and memory in children with high-functioning autism and children with specific language impairment. Applied Psycholinguistics, 39(1), 89–115. https://doi.org/10.1017/S0142716417000492 CrossRef

Scheeren, A. M., de Rosnay, M., Koot, H. M., & Begeer, S. (2013). Rethinking theory of mind in high-functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628–635. https://doi.org/10.1111/jcpp.12007 CrossRefPubMed

Shields, J., Varley, R., Broks, P., & Simpson, A. (1996). Social cognition in developmental language disorders and high-level autism. Developmental Medicine and Child Neurology, 38, 487–495. https://doi.org/10.1111/j.1469-8749.1996.tb12109.x CrossRefPubMed

Stella, G., Pizzoli, C., & Tressoldi, P. E. (2000). PPVT-R, peabody picture vocabulary test-revised. Omega Edizioni.

Thomas, M. S. C., Annaz, D., Ansari, D., Scerif, G., Jarrold, C., & Karmiloff-Smith, A. (2009). Using developmental trajectories to understand developmental disorders. Journal of Speech, Language, and Hearing Research, 52(2), 336–358. https://doi.org/10.1044/1092-4388(2009/07-0144) CrossRefPubMed

van Buijsen, M., Hendriks, A., Ketelaars, M., & Verhoeven, L. (2011). Assessment of theory of mind in children with communication disorders: Role of presentation mode. Research in Developmental Disabilities, 32(3), 1038–1045. https://doi.org/10.1016/j.ridd.2011.01.036 CrossRefPubMed

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

Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728–755. https://doi.org/10.1080/17405629.2018.1435413 CrossRef

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655–684. https://doi.org/10.1111/1467-8624.00304 CrossRefPubMed

Williams, D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self-awareness? Autism, 14(5), 474–494. https://doi.org/10.1177/2F1362361310366314 CrossRefPubMed

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding and deception. Cognition, 13(1), 103–128. https://doi.org/10.1016/0010-0277(83)90004-5 CrossRefPubMed

Woods, R., Milton, D., Arnold, L., & Graby, S. (2018). Redefining critical autism studies: A more inclusive interpretation. Disability & Society, 33(6), 974–979. https://doi.org/10.1080/09687599.2018.1454380 CrossRef

Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124(3), 283–307. https://doi.org/10.1037/0033-2909.124.3.283 CrossRefPubMed

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 and Allied Disciplines, 39, 755–763. https://doi.org/10.1111/1469-7610.00374 CrossRef

Titel: Theory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither?
Auteurs:: Daniela Bulgarelli
Silvia Testa
Paola Molina
Publicatiedatum: 11-01-2022
DOI: https://doi.org/10.1007/s10803-021-05389-8
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip