The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects

Development and Validation of a Rapid Tool to Measure Pragmatic Abilities: The Brief Assessment of Pragmatic Abilities and Cognitive Substrates (APACS Brief)

Pragmatics is key to communicating effectively, and its assessment in vulnerable populations is of paramount importance. Although tools exist for this purpose, they are often effortful and time-consuming, with complex scoring procedures, which hampers their inclusion in clinical practice. To address these issues, we present the Brief Assessment of Pragmatic Abilities and Cognitive Substrates (APACS Brief), a rapid (10 min), easy-to-use and freely distributed tool for evaluating pragmatics in Italian, inspired by the existing APACS test and already validated in the remote version (APACS Brief Remote). The APACS Brief test measures-with a simplified scale-the domains of discourse production and figurative language understanding and is developed in two parallel forms, each including novel items differing from APACS. Psychometric properties, cut-off scores, and thresholds for change were computed on 287 adults. The analysis revealed satisfactory internal consistency, good test-retest reliability, and strong concurrent and construct validity. Moreover, APACS Brief showed excellent discriminant validity on a sample of 56 patients with schizophrenia, who were also cross-classified consistently by APACS Brief and APACS cut-off values. Overall, APACS Brief is a reliable tool for evaluating pragmatic skills and their breakdown, with brief administration time and simple scoring making it well-suited for screening in at-risk populations.

Interrelations Among Adolescents' Family Connections, Solitude Preferences, Theory of Mind and Perceptions of Academic and Work Competence

This study explored the links among family connections, solitude preferences, perceptions of work (academic and job) competence, and Theory of Mind (ToM) in 73 Canadian adolescents aged 11-18 (M age = 13.1). Previous studies show significant connections among these factors, although little is known about how such associations may relate to one another, especially the role of young people's perceptions. To address these gaps in the literature, this study focused on adolescents' experiences and perceptions of their family relationships, solitude preferences, and competence in the school context and workplace. Participants completed a series of self-report measures, advanced ToM tasks and written explanation for perceived family emotional connections. Results revealed that adolescents with more positive family connections reported higher levels of self-perceived academic and job competence, embraced solitude positively, yet felt less desire to be alone. Girls showed a higher affinity for solitude than boys, and the presence of more siblings reduced the desire for solitude. Those youth who were proficient in ToM skills reported positive family connections and high levels of academic competence. Findings hold implications for future research and education in adolescent's social cognition and social and academic outcomes.

Variability of theory of mind versus pragmatic ability in typical and atypical development

INTRODUCTION

Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8-14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF).

METHOD

ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors' lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18).

RESULTS

Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary.

CONCLUSION

Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.

Preschoolers' Comprehension of Functional Metaphors

Previous work suggests that preschoolers often misunderstand metaphors. However, some recent studies demonstrate that preschoolers can represent abstract relations, suggesting that the cognitive foundations of metaphor comprehension may develop earlier than previously believed. The present experiments used novel paradigms to explore whether preschoolers (N = 200; 4-5 years; 100 males, 100 females; predominantly White) can understand metaphors based on abstract, functional similarities. In Experiment 1, preschoolers and adults (N = 64; 18-41 years; 25 males, 39 females; predominantly White) rated functional metaphors (e.g., "Roofs are hats"; "Tires are shoes") as "smarter" than nonsense statements (e.g., "Boats are skirts"; "Pennies are sunglasses") in a metalinguistic judgment task (d = .42 in preschoolers; d = 3.06 in adults). In Experiment 2, preschoolers preferred functional explanations (e.g., "Both keep you dry") over perceptual explanations (e.g., "Both have pointy tops") when interpreting functional metaphors (e.g., "Roofs are hats") (d = .99). In Experiment 3, preschoolers preferred functional metaphors (e.g., "Roofs are hats") over nonsense statements (e.g., "Roofs are scissors") when prompted to select the "better" utterance (d = 1.25). Moreover, over a quarter of preschoolers in Experiment 1 and half of preschoolers in Experiment 3 explicitly articulated functional similarities when justifying their responses, and the performance of these subsets of children drove the success of the entire sample in both experiments. These findings demonstrate that preschoolers can understand metaphors based on abstract, functional similarities.