Relations between theory of mind and executive function in middle childhood: A short-term longitudinal study

Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders

Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children's social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism.

Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Children's emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3-4 years) and L2 (4-5 years) in the intervention group compared to those in the non-intervention group. Also, although children's emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.

Social cognition and behavioral outcomes in congenital heart disease: profiles and neuropsychiatric comorbidities

Autism spectrum disorders are more prevalent in children with congenital heart disease (CHD) than in the general population. Children with CHD without diagnosed autism are also at increased risk for neurodevelopmental and psychiatric impairments. We characterized social and behavioral outcomes in children with CHD and examined neurodevelopmental and psychiatric comorbidities. Children without diagnosed autism who underwent infant open-heart surgery were eligible. Parent-reports assessed social communication, unusual behaviors, self-regulation, anxiety, and executive function (EF). Neuropsychological tests assessing theory of mind (ToM), working memory, and verbal comprehension were administered. Outcomes were compared to normative data. Linear regressions were estimated with parent-reported scores and ToM abilities as outcomes. Predictors were anxiety symptoms, parent-reported EF, and working memory scores. Covariates were age, parental education, ADHD diagnosis, and verbal comprehension. Clinically relevant comorbidities were identified (N children scoring ≥1SD below the norm). Fifty-six children (10.8 ± 1.8 years) participated virtually. Compared to norms, children with CHD had impaired ToM, more unusual behaviors (p = .002), and less self-regulation (p = .018), but better social communication (p = .014). "Autism-like" traits were positively associated with anxiety symptoms (ß(95% CI) = 0.28(0.08-0.49), p = .008) and worse working memory (ß(95% CI) = -0.36(-0.59-0.13), p = .003). Twenty-one out of 22 children who displayed clinically relevant social and behavioral scores also showed anxiety symptoms (n = 4), impaired EF (n = 7), or both (n = 10). Children with CHD without diagnosed autism have elevated unusual behaviors, lower self-regulation, and impaired ToM. There is a high risk of co-existing anxiety and impaired EF which may increase disease burden. Targeted therapeutic interventions are needed to reduce long-term psychosocial risks in these children.AbbreviationAttention deficit/hyperactivity disorder (ADHD), Autism Spectrum Rating Scale (ASRS), Behavior Rating Inventory of Executive Functions for school-aged children, 2nd Edition (BRIEF-2), cardiopulmonary bypass (CPB), congenital heart disease (CHD), Empathy/Systematizing Quotient Child Version (ESQ-C), Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2), Social Responsiveness Scale (School-age form), 2nd Edition (SRS-2), theory of mind (ToM), Theory of Mind Task Battery (ToM-TB), Wechsler Intelligence Scale for Children, 5th edition (WISC-V).

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

Theoretical pragmatics in the post-Gricean tradition argued that metaphor requires understanding of how another person sees the world. Yet, it is unclear what role mindreading plays in developing metaphor skills. Here we examined the relationship between metaphor and Theory of Mind (ToM) in middle childhood by using two different tasks. In addition to the Physical and Mental Metaphors task (PMM), based on the verbal explanation of physical and mental metaphors, we revived the Referential Metaphors task for children (Noveck, Bianco, & Castry, 2001), where metaphorical and literal referents are presented in a narrative context. The sample included 169 8-, 9-, and 10-year-old children, assessed also for ToM (via the Strange Stories) and other linguistic and cognitive skills as control variables. In the PMM, ToM supported the understanding of mental (but not physical) metaphors in 9-year-olds only, whereas in the Referential Metaphors task ToM supported accuracy of understanding metaphors (but not literal items) in younger children as well. At age 10, ToM effects were negligible in both tasks. These findings suggest that ToM has a task-specific role in metaphor, linked to the characteristics of the items in the task at stake, being for instance greater for metaphors with mental (compared to physical) content and for non-literal (compared to literal) referents. The findings also suggest that the relationship between ToM and metaphor skills is developmental sensitive, as children start to capitalize on ToM earlier in development when the metaphor context is richer, and these effects fade with age. Theoretically, these data argue in favor of the relevance-theoretic account of metaphor, spelling out different ways in which ToM might support metaphor resolution across tasks, for instance by providing better access to the psychological lexicon (i.e., terms referring to mental states) and better context processing, serving as a springboard to achieve sophisticated pragmatic skills in middle childhood.

Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers"

PURPOSE

While working memory (WM) is a powerful predictor for children's school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity.

METHODS

Using a nationally-representative dataset, latent growth models were built to examine periods of high plasticity and the relationship between children's performance upon school entry and their relative growth.

RESULTS

While both groups made steeper gains during the early school years, autistic children's period of highest plasticity was prolonged by 1 year, which suggests a larger window for interventions. Further, autistic children who started kindergarten with poorer WM were more likely to make rapid growth during the last 3 years of elementary school, which is when their neurotypical peers' development started to plateau.

CONCLUSION

Findings should prompt various stakeholders to examine interventions and instructions to maximize autistic children's growth in WM. Further, the continued support and monitoring by educators throughout autistic children's late childhood can be particularly beneficial for the "late-bloomers."

Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents

LAY ABSTRACT

Conversation is a key part of everyday social interactions. Previous studies have suggested that conversational skills are related to theory of mind, the ability to think about other people's mental states, such as beliefs, knowledge, and emotions. Both theory of mind and conversation are common areas of difficulty for autistic people, yet few studies have investigated how people, including autistic people, use theory of mind during conversation. We developed a new way of measuring cToM using two rating scales: cToM Positive captures behaviors that show consideration of a conversation partner's mental states, such as referring to their thoughts or feelings, whereas cToM Negative captures behaviors that show a lack of theory of mind through violations of neurotypical conversational norms, such as providing too much, too little, or irrelevant information. We measured cToM in 50 pairs of autistic and typically developing children (ages 8-16 years) during 5-min "getting to know you" conversations. Compared to typically developing children, autistic children displayed more frequent cToM Negative behaviors but very similar rates of cToM Positive behaviors. Across both groups, cToM Negative (but not Positive) ratings were related to difficulties in recognizing emotions from facial expressions and a lower tendency to talk about others' mental states spontaneously (i.e., without being instructed to do so), which suggests that both abilities are important for theory of mind in conversation. Altogether, this study highlights both strengths and difficulties among autistic individuals, and it suggests possible avenues for further research and for improving conversational skills.

The influence of pride emotion on executive function: Evidence from ERP

BACKGROUND

The current study examined the influence of positive "basic" emotions on executive function; there is limited evidence about the influence of positive "self-conscious"emotions, such as pride, on executive functions processes.

METHODS

Pride is a status-related self-conscious emotion and the present research explored the influence of pride on the subcomponents of executive function, using three experiments that adopted the digit size-parity switching, N-back, and dual choice oddball paradigms.

RESULTS

The behavioral results suggested that cognitive load and behavior inhibition effects in the pride emotion were significantly higher than the neutral emotion. The ERP results showed that the pride emotion elicited smaller P3 difference wave for the switching task and dual choice oddball task. In the N-back task, the pride emotion elicited larger N1 amplitude and smaller P2 difference wave compared to the neutral emotion. A comparison among results from the three experiments indicated that pride emotion restrains all subcomponents of executive function, though with different manifestations of the impact.

CONCLUSION

Experiencing positive emotions is typically viewed as desirable and adaptive in educational settings; however, pride as a unique positive emotion may damage people's cognitive performance, indicating that we need to be cautious when performing cognitive operations in a pride mood.

Development of the mentalizing network structures and theory of mind in extremely preterm youth

Adolescents born preterm (<37 weeks of gestation) are at elevated risk for deficits in social cognition and peer relationships. Theory of Mind (ToM) is a complex form of social cognition important for regulating social interactions. ToM and the underlying mentalizing network continue to develop across adolescence. The present study recruited 48 adolescents (12-17 years old) who were either born extremely preterm (EPT; <28 weeks of gestation) or full-term (FT) at birth. Cortical thickness, gray matter volume and surface area were measured in four regions of the mentalizing network: the temporoparietal junction, anterior temporal cortex, posterior superior temporal sulcus and frontal pole (mBA10). We also assessed the adolescents' performance on a ToM task. Findings revealed both group differences and group-by-age interaction effects in the gray matter indices within the temporal lobe regions of the mentalizing network. The EPT group also performed significantly worse than the FT group on the ToM task. The cortical structural measures that discriminated the EPT and FT groups were not related to ToM performance. These results highlight altered developmental changes in brain regions underlying mentalizing functions in EPT adolescents relative to FT controls.

Neuroepigenetic impact on mentalizing in childhood

Mentalizing, or the ability to understand the mental states and intentions of others, is an essential social cognitive function that children learn and continue to cultivate into adolescence. While most typically developing children acquire sufficient mentalizing skills, individual differences in mentalizing persist throughout childhood and are likely influenced by a combination of cognitive functioning, the social environment, and biological factors. DNA methylation of the oxytocin receptor gene (OXTRm) impacts gene expression and is associated with increased brain activity in mentalizing regions during displays of animacy in healthy young adults. The establishment, fine-tuning, and implications of such associations in the context of broader social functioning remain unclear. Using a developmental neuroimaging epigenetic approach, we investigated the contributions of OXTRm to individual variability in brain function during animate motion perception in middle childhood. We find that higher levels of OXTRm are associated with increased neural responses in the left temporo-parietal junction and inferior frontal gyrus. We also find a positive association between neural activity in LTPJ and social skills. These findings provide evidence of epigenetic influence on the developing child brain and demonstrate that variability in neural social perception in childhood is multifaceted with contributions from individual social experience and the endogenous oxytocin system.

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Variation in oxytocin receptor (OXTR) DNA methylation is associated with neural function during the perception of animacy.

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OXTR DNA methylation and social skills are positively associated with BOLD response in the left temporo-parietal junction.

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The variance explained by OXTR DNA methylation and social skills are unique.

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OXTR DNA methylation is positively associated with BOLD response in the left inferior frontal gyrus.

Empathetic Concern in Emerging Adolescents: The Role of Theory of Mind and Gender Roles

The current study examined the roles of gender, and gender-role orientation in young adolescents' empathetic concern. In addition, this study aimed to explore the contribution of Theory of Mind in participants' empathetic concern. Finally, this study examined whether gender and gender-role orientation were implicated in emerging adolescents' Theory of Mind understanding. One-hundred-fifty 11- to 12-year-olds (79 self-identified females) completed questionnaires measuring their empathetic concern, Theory of Mind, and their perceived gender-role orientation. Results showed that gender-role orientation, specifically, femininity and masculinity predicted empathetic concern above and beyond gender. In addition, the effects of cognitive and affective Theory of Mind are explored and discussed in relation to empathetic concern. Finally, neither gender nor gender-role orientation was found to contribute to participants' Theory of Mind understanding. These findings suggest that emerging adolescents' perceived gender roles, as well as their ability to consider another's beliefs, play a role in their expression of empathetic concern.

Beliefs about social norms and racial inequalities predict variation in the early development of racial bias

Racism remains a pervasive force around the world with widespread and well documented harmful consequences for members of marginalized racial groups. The psychological biases that maintain structural and interpersonal racism begin to emerge in early childhood, but with considerable individual variation-some children develop more racial bias than others. The present study (N = 116; 4-year-old children) provides novel insights into the developmental mechanisms underlying the emergence of racial bias by longitudinally documenting how two psychological processes-normative beliefs about interracial friendships and explanatory beliefs about racial inequalities-developmentally predict the emergence of pro-White/anti-Black racial bias during early childhood. In a 6-month, three-wave, longitudinal study, we found that 4-year-old children's beliefs that their parents and peers do not value interracial friendships predicted increased racial bias in and across time and that children's endorsement of essentialist over extrinsic explanations for racial inequalities predicted the developmental trajectory of racial bias over time. These findings suggest that children's foundational beliefs about the social world developmentally predict the emergence of racial bias in early childhood and speak to the importance of early and persistent intervention efforts targeting children's normative beliefs about interracial friendships and explanatory beliefs about racial inequalities.

Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence

This study investigated the links between theory of mind, social motivation, and children's social competence in middle childhood and early adolescence. Two hundred and sixty four children (136 girls, 128 boys) aged between 8 and 13 years (M Age = 10.88 years, SD = 1.45) completed theory-of-mind tests and self-report questionnaires measuring social motivation. Teachers rated children's social competence at school. Teacher-rated social competence was associated with individual differences in both theory of mind and children's motivation to develop and maintain social relationships. Results suggest that while individual differences in social motivation and theory of mind are partially overlapping, both theory of mind ability and social motivation contribute to successful social interaction at school.

The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years

This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6 years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children's age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.

Advanced theory of mind in children with mild intellectual disability and deaf or hard of hearing children: A two-year longitudinal study in middle childhood

The present study investigates the development of advanced theory of mind (AToM) among typically developing (TD) children, children with mild intellectual disability (MID), and deaf or hard of hearing (DHH) children. The 2-year longitudinal study comprised three waves and included a large sample of children from Poland in middle childhood aged around 7.5-9.5 years (N = 779; M = 7.7, SD = 0.92 at wave 1). The analysis of children's understanding of second-order false belief and the Faux-Pas Recognition Test showed that TD children outperformed children with MID and DHH children on both measures. At 7.5 years, almost 60% of the TD children correctly solved the second-order false belief task; correct performance at 7.5 years in children with MID and DHH children was 27 and 38% respectively. Two years later, correct performance rose to 80% (TD children), 45% (children with MID), and 63% (DHH children). Despite these differences, the speed of AToM development did not differ across the groups. The development of faux-pas recognition followed a non-linear pattern, with TD children showing no further significant development after mid-elementary school. Our findings show differences in AToM development between TD children, children with MID, and DHH children, and they suggest that children's development of AToM may follow different developmental pathways, depending on the aspect of AToM under study.

Children's and Adults' Beliefs about the Stability of Traits from Infancy to Adulthood: Contributions of Age and Executive Function

We examined developmental differences and sources of variability in trait reasoning. Four- to 10-year-olds and adults (N=198) rated how mean or nice "medium-mean" and "medium-nice" babies, kids, and teenagers were earlier in their lifetime and would be at older ages. Participants expected nice-labeled characters to be nice throughout their lives (participant age effects were null). In contrast, we documented age-related differences in judgments about meanness. With increasing participant age, individuals expected that meanness present in infancy, childhood, and adolescence would persist into adulthood. We discovered a curvilinear pattern in assessments of whether meanness originates during infancy: Four- to 5-year-olds and adults expected mean-labeled kids and teenagers to have been nicer as babies than did 6- to 10-year-olds. Controlling for age and working memory, participants with better inhibitory control more frequently expected mean-labeled individuals to remain mean across the lifespan, but inhibitory control was unrelated to judgments about nice-labeled individuals.

Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking

This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead (n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved.

Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind

The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6-12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.

Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence

This study longitudinally investigated the relation between theory of mind (ToM) and verbal language skills in 231 children from preschool to early adolescence. Further, links to reading comprehension of texts at age 13;7 (years;months) were examined. To assess ToM, children completed false belief tasks at 5;6 and the Strange Stories at 12;8. To assess language, children completed a receptive grammar/sentence comprehension test at 3;6 and 5;6, a receptive vocabulary test at 3;6, 5;6 and 12;8, as well as a test of listening comprehension of texts at 13;7. A bidirectional relation between early and advanced measures of children's language skills and ToM was found: Changes in ToM were predicted by language skills, especially by receptive grammar/sentence comprehension; changes in children's receptive vocabulary were predicted by early ToM. However, early ToM had no direct or indirect effect on later listening comprehension or reading comprehension after controlling for early language skills. Only children's advanced ToM had a small indirect effect on reading comprehension, via listening comprehension. The results are discussed in light of ToM stability over time, and theories on how language and ToM development are intertwined.

Children's Individual Differences in Executive Function and Theory of Mind in Relation to Prejudice Toward Social Minorities

Executive function (EF) and theory of mind (ToM) are key cognitive skills for socio-emotional adjustment. Executive function develops considerably between 3 and 7 years of age, and fosters the development of social cognition skills such as ToM. Studies with adults have shown a link between EF and prejudice, as well as between empathy and prejudice. Moreover, the relationship between EF, cognitive and affective ToM and prejudice has barely been studied in children. In this study, we aimed at examining the relationship between individual differences in EF, cognitive and affective ToM and prejudice toward the Romany ethnic minority. We expected a positive association between EF and ToM skills, and a negative association between EF and prejudice. We also predicted a negative association between ToM and prejudice. A total of 86 preschool (5-6 years old, N = 43) and third-grade (8-9 years old, N = 43) children participated in the study. Results showed a negative relationship between EF and prejudice, as well as between affective ToM and prejudice, after controlling for intelligence. Moreover, we found that EF significantly predicted prejudice. Exploratory correlational analyses suggested age-related differences in the EF skills underlying prejudice regulation. These findings suggest a distinctive contribution of cognitive and affective components of ToM to prejudice, and highlight the central role of EF in social behavior regulation.

Cognitive processes predicting advanced theory of mind in the broader autism phenotype

Little is known about executive functions (EFs) associated with advanced theory of mind (ToM) abilities. We aimed to determine if advanced ToM abilities were reduced in individuals with subclinical traits of autism spectrum disorder (ASD), known as the "Broader Autism Phenotype" (BAP), and identify the EFs that predicted unimpaired performance on an advanced ToM task, the faux pas test. We assessed 29 participants (13 males) with the BAP who were relatives of children with ASD. Thirteen participants showed reduced ability to understand a faux pas. A discriminant function analysis correctly classified 79% of cases as impaired or unimpaired, with high sensitivity (80%) and specificity (77%), which was best predicted by language-mediated EFs, including verbal generativity, working memory, cognitive inhibition, and flexibility. Autism Res 2020, 13: 921-934. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Little is known about the complex cognitive processes that enable accurate interpretation of another person's thoughts and emotions, known as "theory of mind." In relatives of individuals with autism, who had mild traits of autism themselves, approximately half had difficulty interpreting situations involving a social faux pas. Cognitive inhibition and flexibility, working memory, and verbal generativity were related to, and appeared to be protective for, unimpaired understanding of a faux pas.

Concurrent associations between mothers' references to internal states and children's social understanding in middle childhood

Although it is well established that features of maternal speech are associated with children's social understanding in the preschool years, few studies explore this relationship in middle childhood. Within the context of a prospective longitudinal study of a representative community sample of families (subsample n = 207, mean age = 82.88 months), we investigated concurrent associations between mothers' internal state language and aspects of 7-year-olds' social understanding, including children's understanding of belief and spontaneous references to internal states during free play. When sociodemographic, maternal, and child characteristics were controlled, mothers' references to their own cognitions were associated with dimensions of children's social understanding. Our findings suggest that exposure to others' perspectives contributes to children's advanced understanding of minds, which has implications for interventions that foster social understanding.

Parent-child mentalizing in pediatric epilepsy

BACKGROUND

Child psychopathology involves inappropriate or biased attributions of others' mental states (mentalizing), and parents' assessment of their children's mentalizing significantly predicts the latter's psychosocial outcomes. Behavioral difficulties are frequent in children with epilepsy (CWE) yet biased mentalizing and parental accuracy in understanding their child's mental states reasoning have not been addressed.

METHODS

This study compared the performance of 34 CWE aged 9 to 16 years with 67 language age-matched controls on a biased mentalizing task. The task required children to infer on the mental states of peers in stories involving social scenarios. Responses were scored as positive, negative, or rational mentalizing attributions. To measure parental accuracy, a parent version was administered in the patient group that required a parent to identify their child's responses correctly. Relationships with the child's cognitive, behavioral, and epilepsy-related factors were examined.

RESULTS

Patients made greater negative mental states attributions compared with control children. This negative mentalizing bias was accurately identified by parents and was associated with children's behavioral problems. Parental accuracy was reduced for patients with lower cognitive abilities. Parents did not accurately identify an overly positive (OP) bias in their child's mental states attributions. Children's positive response bias correlated with their lower executive function (EF) skills. Epilepsy factors predicted cognitive deficits but not biased mentalizing or behavioral problems.

CONCLUSION

Biased mentalizing characterizes social cognition in CWE with behavioral problems. Further investigation of the mentalizing biases and parental awareness of children's mental states reasoning is required to fully understand the greater psychosocial and behavioral difficulties found in CWE.

Interpreting physical and mental metaphors: Is Theory of Mind associated with pragmatics in middle childhood?

We investigated the association between individual differences in metaphor understanding and Theory of Mind (ToM) in typically developing children. We distinguished between two types of metaphors and created a Physical and Mental Metaphors task, echoing a similar distinction for ToM. Nine-year-olds scored lower than older age-groups in ToM as well as in the interpretation of mental, but not physical, metaphors. Moreover, nine-year-olds (but not older children) who are better in ToM are also better in interpreting mental, but not physical, metaphors. This suggests that the link between metaphor and ToM is stronger when metaphorical interpretation involves mental aspects, and it is more evident in early rather than later childhood.

Does the Past Shape Anticipation for the Future?

Abstract. A positive association between executive function (a set of higher order, self-regulatory cognitive skills) and theory of mind (beliefs about mental states) has been well documented during early childhood. As investigations extend beyond false belief understanding (that the mind can misrepresent reality), there is growing interest in examining contributions of executive function to more advanced aspects of theory of mind in older age groups. To add to this literature, we showed 4- to 10-year-olds and adults (N = 274) scenarios in which a perpetrator acted positively (P) and/or negatively (N) toward a focal character on two separate days (PP, NN, NP, and PN). Participants inferred focal characters’ future-oriented mental states upon seeing perpetrators for the third time. Children and adults also completed executive function measures (working memory and inhibitory control). Both age and executive function independently predicted higher life history theory of mind: Recognition that prior life experiences influence how individuals think, feel, and make decisions about the future.