Adaptation of Faux Pas Recognition Test Child Form to Turkish 
and investigation of psychometric properties

Şahin, Berkan; Önal, Bedia Sultan; Hoşoğlu, Esra

doi:10.5455/apd.6183

Cited by 4 publications

(3 citation statements)

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“…The minimum possible score for the whole test is 0, and the maximum possible score is 20, with 0–10 points being awarded for the faux pas stories and 0–10 for the control stories. The Turkish version was used in the present study [ 28 ].…”

Section: Methodsmentioning

confidence: 99%

An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study

Bozkurt,

Yıldırım Demirdöğen,

Kolak Çelik

et al. 2024

PLoS ONE

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Deficits in social cognition in attention deficit hyperactivity disorder (ADHD) have been associated with difficulties in functioning. Since recognizing emotional facial expressions is essential for developing the perceptual components of the theory of mind (ToM), it is important to assess this relationship in children with ADHD. This study therefore compared the recognition of emotional stimuli and gaze patterns between children with ADHD and healthy children using eye-tracking with dynamic facial images. It also examined the relationship between facial emotion recognition accuracy, gaze patterns, ToM scores, and ADHD symptoms. Children with ADHD aged 8–13 (n = 47) and a control group (n = 38) completed a facial emotion recognition test, ToM tests, and the Conners’ Parent Rating Scale. Participants’ gaze patterns in response to dynamic facial emotion expressions were recorded using eye-tracking technology. Children with ADHD exhibited significantly lower accuracy in the recognition of the facial expressions of disgust and anger. The percentage fixation in the eye region was also significantly lower for happy, angry, sad, disgusted, and neutral emotions in the children with ADHD compared to the control group. No relationship was determined between the percentage of fixations on facial areas of interests and ADHD symptoms or ToM tests. This study provides evidence that children with ADHD experience deficits in visual attention to emotional cues. In addition, it suggests that facial emotion recognition deficits in children with ADHD represent a separate domain of social cognition that develops independently of ToM skills and core symptoms. Understanding and treating the social difficulties of individuals with ADHD may help improve their social functioning.

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Section: Methodsmentioning

confidence: 99%

An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study

Bozkurt,

Yıldırım Demirdöğen,

Kolak Çelik

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…The researcher introduces the story groups to the child and asks 4 questions for each faux pas story. The Turkish validation and reliabilities of this test were made by Şahin et al 16 , 17 …”

Section: Methodsmentioning

confidence: 99%

The relationship between the theory of mind skills and disorder severity among adolescents with ADHD

Kılınçel¹

2021

Anadolu Psikiyatri Derg

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Objective This study aimed to examine the sub-dimensions of the theory of mind (ToM) and to investigate the relationship between ToM skills and disorder severity by comparing adolescents with attention-deficit hyperactive disorder (ADHD) with healthy individuals. Methods The study included 42 adolescents with ADHD and education- and age-matched 41 healthy volunteers. The Smarties test, ice cream truck test, faux pas recognition test, and eyes test were applied to all participants. Turgay Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-IV)-Based Child and Adolescent Disruptive Behavioral Disorders Screening and Rating Scale (T-DSM-IV-S) was applied to the group with ADHD to measure the disorder severity. Results The group with ADHD was seen to have ToM skills impairment. There was a statistically significant difference between the groups in terms of the ice cream truck test, faux pas recognition test, and eyes test. A significant correlation was observed between the T-DSM-IV-S results and the eyes test results of the patients. Conclusion This study has shown that advanced ToM skills can be impaired in adolescents with ADHD and that impairment in skills is associated with disorder severity.

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“…Faux Pas Recognition Test-Child Version (FPRT-C). Baron-Cohen et al created and applied the Faux Pas Test to assess higher mental attributions [40]. Recognizing a faux pas is commonly regarded as the most difficult developmental skill and as a sensitive evaluation instrument for ToM.…”

Section: Tom Testsmentioning

confidence: 99%

The Relationship between Giftedness and Sex and Children’s Theory of Mind Skills and Social Behavior

Bozkurt,

Ayık

2024

Children

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Background: Theory of mind (ToM), the ability to recognize the mental states and emotions of others, is central to effective social relationships. Measuring higher-order ToM skills in gifted children may be a useful way to identify the tendency to experience difficulties in social behavior. The aim of this study was to investigate the relationship between intelligence and sex in children using ToM and social behavior measures. Methods: Children aged 10–12 years constituted both the gifted (n = 45) and non-gifted (n = 45) groups. The participants were assessed for prosocial behaviors and peer problems using the subscales of the Strength and Difficulties Questionnaire and in terms of ToM using the Reading the Mind in the Eyes Test-Child Version (RMET-C) and the Faux Pas Recognition Test-Child Version (FPRT-C). Results: ToM test results were higher in gifted children and girls. Peer problems were lower in gifted children. Prosocial behavior was higher in girls. No relationship was determined between ToM tests and peer problems or prosocial behavior in gifted children, but such a relationship was observed in the non-gifted group. Conclusions: This study shows that gifted children with high cognitive skills also possess superior social cognition skills. Advanced ToM skills in gifted children may be important to supporting their social and cognitive development. The differences between boys and girls should be considered in educational interventions applied to children in the social sphere.

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Adaptation of Faux Pas Recognition Test Child Form to Turkish and investigation of psychometric properties

Cited by 4 publications

References 0 publications

An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study

An assessment of dynamic facial emotion recognition and theory of mind in children with ADHD: An eye-tracking study

The relationship between the theory of mind skills and disorder severity among adolescents with ADHD

The Relationship between Giftedness and Sex and Children’s Theory of Mind Skills and Social Behavior

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