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Secora K. The role of speech-language pathologists in supporting theory of mind through literacy-based activities. JOURNAL OF COMMUNICATION DISORDERS 2024; 111:106449. [PMID: 38945089 DOI: 10.1016/j.jcomdis.2024.106449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Revised: 04/29/2024] [Accepted: 06/26/2024] [Indexed: 07/02/2024]
Abstract
PURPOSE This tutorial discusses the importance of speech-language pathologists (SLPs) supporting individuals with language disorders in their understanding of others' cognitive and affective states (theory of mind, ToM), with a special consideration given to applying these suggestions with individuals who are neurodivergent. METHOD I motivate this tutorial by first reviewing the literature related to ToM and language abilities for various populations of individuals with language difficulties, highlighting the need for explicitly targeting the language-related skills that are thought to underlie ToM for individuals with language disorders. I next present concrete examples of how to support ToM through literacy-based activities. I follow this discussion with a short description of how these activities may be applied with individuals who are neurodivergent through concrete examples, such as how inclusion of neurodivergent characters in storybooks can aid in educating children about understanding others' perspectives. It further emphasizes the importance of discussing various types of mental and emotional states for individuals who share as well as differ in their neurotypes. CONCLUSIONS Language skills are an integral part of ToM abilities. SLPs play an important role in supporting clients' academic, literacy, and social outcomes and can support important perspective-taking skills through associated language/communication skills. The various skills that fall under the umbrella term 'theory of mind' can be appropriately incorporated into intervention and literacy-based tasks in a way that respects differences in neurotype while still building important language and communication skills for clients.
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Affiliation(s)
- Kristen Secora
- Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, TN, United States.
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Devine RT, Grumley Traynor I, Ronchi L, Lecce S. Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds. Child Dev 2024. [PMID: 38429980 DOI: 10.1111/cdev.14085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2024]
Abstract
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.
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Affiliation(s)
- Rory T Devine
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Imogen Grumley Traynor
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| | - Luca Ronchi
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioural Science, University of Pavia, Pavia, Italy
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Tonini E, Bischetti L, Del Sette P, Tosi E, Lecce S, Bambini V. The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects. Cognition 2023; 238:105504. [PMID: 37354784 DOI: 10.1016/j.cognition.2023.105504] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 04/18/2023] [Accepted: 05/24/2023] [Indexed: 06/26/2023]
Abstract
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.
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Affiliation(s)
- Elisabetta Tonini
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy
| | - Luca Bischetti
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy
| | - Paola Del Sette
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Eleonora Tosi
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, Italy
| | - Valentina Bambini
- Laboratory of Neurolinguistics and Experimental Pragmatics (NEP), Department of Humanities and Life Sciences, University School for Advanced Studies IUSS, Pavia, Italy..
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van der Kleij SW, Apperly I, Shapiro LR, Ricketts J, Devine RT. Reading fiction and reading minds in early adolescence: A longitudinal study. J Exp Child Psychol 2022; 222:105476. [PMID: 35709569 DOI: 10.1016/j.jecp.2022.105476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 04/04/2022] [Accepted: 05/18/2022] [Indexed: 10/18/2022]
Abstract
Reading fiction is argued to have benefits for our understanding of others' thoughts, feelings and desires, referred to as 'theory of mind'(ToM). We aimed to test this assumption by examining whether children's reading experience is longitudinally associated with later ToM. We examined reading experience and ToM in 236 children between the ages of 11-13 years. Participants were asked to report on their time spent reading both fiction and non-fiction at ages 11 and 13, ToM was measured at age 13. Verbal ability, reading comprehension, and reading motivation were included as control variables in all analyses. Results showed that children's self-reported fiction, but not their non-fiction reading was associated with ToM. Further, the association was concurrent but not longitudinal: fiction reading and ToM at age 13 were associated but fiction reading at age 11 did not predict ToM at age 13. Our findings motivate further research on what types of reading materials might be beneficial, and the level of exposure to fiction that is needed for measurable benefits for later ToM.
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Affiliation(s)
- Sanne W van der Kleij
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK; School of Psychology, College of Health and Life Sciences, Aston University, Birmingham B4 7ET, UK.
| | - Ian Apperly
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
| | - Laura R Shapiro
- School of Psychology, College of Health and Life Sciences, Aston University, Birmingham B4 7ET, UK
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, Egham, Surrey TW20 0EX, UK
| | - Rory T Devine
- Centre for Developmental Science, School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
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Smogorzewska J, Szumski G, Bosacki S, Grygiel P. Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104261. [PMID: 35623207 DOI: 10.1016/j.ridd.2022.104261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2021] [Revised: 04/29/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Previous research reveals relations between theory of mind (ToM) and cognitive outcomes, but mostly among typically developing children. AIM To study these relations in children with developmental difficulties, this longitudinal study investigated the cognitive consequences of ToM in deaf or hard-of-hearing (DHH) children. METHODS AND PROCEDURES One hundred and thirty-four (X = 9.2 years) participants were assessed in three waves, i.e., one wave every ten months. The participants completed the ToM scale, language and literacy skills (LLS) tests, the academic self-concept in language (ASC-L) questionnaire, and the sensitivity to criticism measure. OUTCOMES AND RESULTS The results revealed that high levels of children's ToM ability predicted higher levels of LLS 20 months later. Mediators of this association were sensitivity to criticism and ASC-L. Controlling for LLS at T1, ASC-L at T2 mediated the relations between ToM and LLS at T3. Moreover, sensitivity to criticism predicted ASC-L, and sensitivity to criticism and ASC-L mediated the relation between ToM and LLS at T3. That is, children who were sensitive to criticism and held positive views of their academic self were also better skilled in ToM and in LLS. CONCLUSIONS AND IMPLICATIONS Our results can help improve the education of DHH students.
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Affiliation(s)
- Joanna Smogorzewska
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Grzegorz Szumski
- University of Warsaw, Faculty of Education, Mokotowska 16/20, 00-561 Warsaw, Poland.
| | - Sandra Bosacki
- Brock University, Faculty of Education, 1812 Sir Isaac Brock Way, St. Catharines, ON, Canada.
| | - Paweł Grygiel
- Jagiellonian University, Faculty of Philosophy, Golebia 24, 31-007 Cracow, Poland.
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Basile C, Lecce S, van Vugt FT. Synchrony During Online Encounters Affects Social Affiliation and Theory of Mind but Not Empathy. Front Psychol 2022; 13:886639. [PMID: 36092070 PMCID: PMC9450704 DOI: 10.3389/fpsyg.2022.886639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 06/07/2022] [Indexed: 11/13/2022] Open
Abstract
Moving together in time affects human social affiliation and cognition. However, it is unclear whether these effects hold for on-line video meetings and whether they extend to empathy (understanding or sharing others' emotions) and theory of mind (ToM; attribution of mental states to others). 126 young adult participants met through online video in unacquainted pairs. Participants either performed 3 min of synchronous arm movements paced by sounds (n = 40), asynchronous movements (n = 46) or a small talk condition (n = 40). In a subsequent empathy task, participants engaged in a conversation. A video recording of this conversation was played back, and each participant rated, at predetermined time points, how they felt and how they thought their partner felt. From this we calculated empathic accuracy (accuracy of the estimation of the other's emotions) and emotional congruence (emotion sharing). ToM was measured by showing videos of geometrical shapes interacting and asking the participants to describe what happened, measuring the amount of intentionality. We found that participants in the synchrony condition rated feeling greater closeness and similarity to their partners relative to the asynchronous condition. Further, participants in the synchrony group tended to ascribe more intentionality to the abstract shapes than participants in asynchrony condition, suggesting greater ToM. Synchrony and asynchrony groups did not reliably differ in empathic accuracy nor emotional congruence. These results suggest that moving in synchrony has effects on social affiliation measures even in online encounters. These effects extend to ToM tendencies but not empathic accuracy or emotion sharing. These results highlight the potential of synchronous movement in online encounters to affect a subset of social cognition and affiliation measures.
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Affiliation(s)
- Chiara Basile
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Floris Tijmen van Vugt
- Department of Psychology, University of Montreal, Montreal, QC, Canada
- International Laboratory for Brain, Music and Sound Research BRAMS, Montreal, QC, Canada
- Centre for Research on Brain, Language and Music – CRBLM, Montreal, QC, Canada
- Haskins Laboratories, Yale University, New Haven, CI, United States
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Lecce S, Devine RT. Theory of mind at school: Academic outcomes and the influence of the school context. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Serena Lecce
- Department of Brain and Behavioral Sciences University of Pavia Pavia Italy
| | - Rory T. Devine
- School of Psychology University of Birmingham Birmingham UK
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