Neuropsychological impairments and deficits in theory of mind and emotion recognition in a non-autistic boy

Buitelaar, Jan K.; Swaab, Hanna; Wees, Marleen van der; Wildschut, Marleen; Gaag, Rutger Jan van der

doi:10.1007/bf00708214

“…Second, as is apparent from the work of Rourke and others on the nonverbal learning disability syndrome, deficits in visuospatial skills frequently co-occur with socioemotional problems (Rourke, 1989 ;SemrudClikeman & Hynd, 1990) and even the presence of symptoms of Asperger syndrome (Klin, Volkmar, Sparrow, Cicchetti, & Rourke, 1995). In a case study of a child with a nonverbal learning disability, visuospatial deficits, among others, appeared to account for its severe failures on social cognitive tasks (Buitelaar, Swaab, Van der Wees, Wildschut, & Van der Gaag, 1996). Third, the influence of Performance IQ is not surprising when one recognizes that a successful performance on social cognitive tasks requires a detailed visuospatial analysis of cues associated with the characters and contexts of the tasks.…”

Section: Discussionmentioning

confidence: 93%

Verbal Memory and Performance IQ Predict Theory of Mind and Emotion Recognition Ability in Children with Autistic Spectrum Disorders and in Psychiatric Control Children

Buitelaar

¹

,

Wees

²

,

Swaab–Barneveld

³

et al. 1999

Child Psychology Psychiatry

View full text Add to dashboard Cite

This study was designed to examine the developmental and cognitive correlates of theory of mind (ToM) and emotion recognition ability in children with autism (N = 20), with pervasive developmental disorder-not otherwise specified (PDD-NOS) (N = 20), and in psychiatric control children (N = 20). The diagnostic groups were person-to-person matched on age and verbal IQ. The age of the children was between 8 and 18 years; their Full Scale IQ was at least 65. The test battery included tasks for the matching and the context recognition of emotional expressions, and a set of first- and second-order ToM tasks. The relationships between composite domain scores and the subjects' age, Verbal IQ, Performance IQ, verbal memory, visual memory, and gender were examined in bivariate and multivariate analyses. Further, the subjects who reliably and consistently passed the tasks of a domain and those who could not were compared on developmental and cognitive characteristics. Overall, the results of the various analyses converged and indicated that verbal memory, Performance IQ, age and gender were the best predictors of social cognitive ability.

show abstract

“…Second, as is apparent from the work of Rourke and others on the nonverbal learning disability syndrome, deficits in visuospatial skills frequently co-occur with socioemotional problems (Rourke, 1989 ;Semrud-Clikeman & Hynd, 1990) and even the presence of symptoms of Asperger syndrome (Klin, Volkmar, Sparrow, Cicchetti, & Rourke, 1995). In a case study of a child with a nonverbal learning disability, visuospatial deficits, among others, appeared to account for its severe failures on social cognitive tasks (Buitelaar, Swaab, Van der Wees, Wildschut, & Van der Gaag, 1996). Third, the influence of Performance IQ is not surprising when one recognizes that a successful performance on social cognitive tasks requires a detailed visuospatial analysis of cues associated with the characters and contexts of the tasks.…”

Section: Discussionmentioning

confidence: 97%

Verbal Memory and Performance IQ Predict Theory of Mind and Emotion Recognition Ability in Children with Autistic Spectrum Disorders and in Psychiatric Control Children

Buitelaar

¹

,

Wees

²

,

Swaab–Barneveld

³

et al. 1999

J. Child Psychol. Psychiat.

View full text Add to dashboard Cite

This study was designed to examine the developmental and cognitive correlates of theory of mind (ToM) and emotion recognition ability in children with autism (N = 20), with pervasive developmental disorder-not otherwise specified (PDD-NOS) (N = 20), and in psychiatric control children (N = 20). The diagnostic groups were person-to-person matched on age and verbal IQ. The age of the children was between 8 and 18 years; their Full Scale IQ was at least 65. The test battery included tasks for the matching and the context recognition of emotional expressions, and a set of first- and second-order ToM tasks. The relationships between composite domain scores and the subjects' age, Verbal IQ, Performance IQ, verbal memory, visual memory, and gender were examined in bivariate and multivariate analyses. Further, the subjects who reliably and consistently passed the tasks of a domain and those who could not were compared on developmental and cognitive characteristics. Overall, the results of the various analyses converged and indicated that verbal memory, Performance IQ, age and gender were the best predictors of social cognitive ability.

show abstract

“…Several studies have found that ToM is impaired in children and adults with ADHD [29][30][31]. On the other hand, several studies have failed to find impaired ToM in children with ADHD [32][33][34].…”

Section: Child Development Researchmentioning

confidence: 99%

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Farrant

¹

,

Fletcher

²

,

Maybery

³

2014

Child Development Research

View full text Add to dashboard Cite

The present study analyzed the concurrent and longitudinal relations among cognitive flexibility, theory of mind, and hyperactivity/inattention in a sample of 70 typically developing children ( age = 61.4 months, SD = 8.3 months). Mothers and teachers reported on children's hyperactivity/inattention using the strengths and difficulties questionnaire (Goodman, 1997), cognitive flexibility was measured using the dimension change card sort task (Zelazo, 2006), and theory of mind was assessed using a battery of tasks. Cognitive flexibility and theory of mind scores were found to be significantly negatively correlated with the level of hyperactivity/inattention at both time points. Furthermore, year 1 cognitive flexibility score was found to be a significant predictor of year 2 hyperactivity/inattention score after controlling for child age, gender, and year 1 hyperactivity/inattention score. Directions for future research include training studies which would further our understanding of these relationships and allow more effective interventions.

show abstract

Neuropsychological impairments and deficits in theory of mind and emotion recognition in a non-autistic boy

Cited by 10 publications

References 20 publications

Verbal Memory and Performance IQ Predict Theory of Mind and Emotion Recognition Ability in Children with Autistic Spectrum Disorders and in Psychiatric Control Children

Verbal Memory and Performance IQ Predict Theory of Mind and Emotion Recognition Ability in Children with Autistic Spectrum Disorders and in Psychiatric Control Children

Verbal Memory and Performance IQ Predict Theory of Mind and Emotion Recognition Ability in Children with Autistic Spectrum Disorders and in Psychiatric Control Children

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Contact Info

Product

Resources

About