Social cognition in ADHD: Irony understanding and recursive theory of mind

Caillies, Stéphanie; Bertot, Vincine; Motté, Jacques; Raynaud, C.; Abély, M.

doi:10.1016/j.ridd.2014.08.002

Cited by 66 publications

(65 citation statements)

References 46 publications

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“…Furthermore, the severity of impairment in first-and second-order Theory of Mind (ToM) tasks observed in ADHD children has sometimes been compared to deficits observed in subjects suffering from autistic spectrum disorders (Bora and Pantelis, 2016); these impairments appear to contribute, at least partly, to social functioning in youths with ADHD (Caillies et al, 2014;Da Fonseca et al, 2009;Ibanez et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

Perroud

Badoud

Weibel

et al. 2017

Psychiatry Research

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Emotion dysregulation and interpersonal hardships constitute core features of borderline personality disorder (BPD). Research has established the link between these core dysregulations and fluctuations in the capacity to appreciate the mental states that underlie behavior (mentalizing, operationalized as reflective functioning (RF)). As emotion dysregulation and interpersonal hardships also characterize adults with attention deficit hyperactivity disorder (ADHD), this study sought to examine the potential RF impairments affecting this population. 101 adults with ADHD, 108 with BPD and 236 controls were assessed using the RF questionnaire (RFQ), evaluating how individuals employ information about mental states to better understand their own and others' behaviors. The RFQ comprises two dimensions, certainty (RF_c) and uncertainty (RF_u) about mental states. RF scores helped distinguish ADHD from controls, but also from BPD (F=48.1(2/441); p<0.0001 for RF_c and F=92.5(2/441); p<0.0001 for RF_u). The ADHD group showed intermediary RF scores compared to the controls (b=-0.70; p<0.0001 and b=0.89; p<0.0001 for RF_c and RF_u) and BPD group (b=0.44; p=0.001 and b=-0.56; p=0.001 for RF_c and RF_u). Lower RF scores correlated with poor anger control and high levels of impulsivity. Higher severity of ADHD (more attentional and hyperactive/impulsive symptoms) was correlated with RF impairments.In conclusion, RF may constitute an important process underlying attentional, hyperactive/impulsive as well as emotional symptoms in ADHD; it should therefore be considered in the assessment of these patients.

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Section: Introductionmentioning

confidence: 99%

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

Perroud

Badoud

Weibel

et al. 2017

Psychiatry Research

View full text Add to dashboard Cite

show abstract

“…Although difficulties in social interaction, empathy, facial expression, recognition, and emotional exchange are core symptoms of autism spectrum disorder (ASD), it has been reported that people with attention deficit/hyperactivity disorder (ADHD) may also have impairment in social cognition and mood regulation, which may lead to high levels of peer rejection ( 3 – 6 ). Social cognition impairments observed in children with ADHD usually involve difficulties in understanding emotional cues especially in negative contexts, such as anger, sadness and disgust, inadequate emotional reaction to emotional perception, and poor ability to inhibit and regulate emotional and behavioral responses ( 7 ).…”

Section: Introductionmentioning

confidence: 99%

Face Scanning in Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder: Human Versus Dog Face Scanning

et al. 2015

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This study used eye tracking to explore attention allocation to human and dog faces in children and adolescents with autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), and typical development (TD). Significant differences were found among the three groups. TD participants looked longer at the eyes than ASD and ADHD ones, irrespective of the faces presented. In spite of this difference, groups were similar in that they looked more to the eyes than to the mouth areas of interest. The ADHD group gazed longer at the mouth region than the other groups. Furthermore, groups were also similar in that they looked more to the dog than to the human faces. The eye-tracking technology proved to be useful for behavioral investigation in different neurodevelopmental disorders.

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“…Dennis et al (2013) argued that these problems with irony understanding will have negative implications for children with TBI, in terms of their participation in the social world. Deficits in irony comprehension have also been reported for children with an Attention Deficit Hyperactivity Disorder (ADHD) diagnosis (Caillies et al 2014). Verbal irony can also be a particularly challenging form of figurative language for second-language (L2) learners (Bouton 1999;Kim 2014).…”

Section: Pragmatic Developmentmentioning

confidence: 99%

“…In children with ADHD, irony comprehension accuracy (in terms of speaker belief and intent) was related to their second order TOM performance and also to their verbal reasoning skills. Caillies et al (2014) concluded that irony comprehension delays in children with ADHD should be addressed in clinical interventions with this group.…”

Section: Theory Of Mindmentioning

confidence: 99%

Addressing the Challenge of Verbal Irony: Getting Serious about Sarcasm Training

2019

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In verbal irony, the speaker’s intended meaning can be counterfactual to the literal meaning of their words. This form of figurative language can help speakers achieve a number of communicative aims, but also presents an interpretive challenge for some listeners. There is debate about the skills that support the acquisition of irony comprehension in typical development, and about why verbal irony presents a challenge for many individuals, including children with a diagnosis of autism spectrum disorders and second-language learners. Researchers have explored teaching verbal irony in a very small number of training studies in disparate fields. We bring together and review this limited research. We argue that a focus on training studies in future research could address a number of theoretical questions about irony comprehension and could help refine interventions for individuals who struggle with this form of social language.

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Social cognition in ADHD: Irony understanding and recursive theory of mind

Cited by 66 publications

References 46 publications

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

Mentalization in adults with attention deficit hyperactivity disorder: Comparison with controls and patients with borderline personality disorder

Face Scanning in Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder: Human Versus Dog Face Scanning

Addressing the Challenge of Verbal Irony: Getting Serious about Sarcasm Training

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