The Role of Socioeconomic Adversity and Armed Conflict in Executive Function, Theory of Mind and Empathy in Children

Kara, Buket; Selçuk, Bilge

doi:10.1007/s10578-021-01270-y

Cited by 9 publications

(4 citation statements)

References 64 publications

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“…Finally, several contextual factors have been reported to mediate the ToM-EFs relationship; cultural context (e.g., Chasiotis et al, 2006;Wang et al, 2016), socio-economic status (e.g., Dicataldo & Roch, 2020;Kara & Selcuk, 2021), bilingualism (e.g., Diaz & Farrar, 2018;Sudo & Matsui, 2021), or the "siblings' effect" (McAlister & Peterson, 2006) should be further assessed and carefully controlled for in experimental designs.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, FB performance has been associated with other aspects of EFs, such as SH (ages 3-8 years) (Blair & Razza, 2007;Gordon et al, 2014;Guajardo et al, 2009;Kara & Selcuk, 2021;Oh & Lewis, 2008) and planning (PL) (Putko & Zlotogorska, 2014). Furthermore, children's scores (ages 8-11 years) in SH (Cassetta et al, 2018) and PL (ages 3-6 years) (Cole & Mitchell, 2000;Longobardi et al, 2021;Memisevic et al, 2018) have also been found to predict FB performance.…”

Section: Relationship Between Fb and Efsmentioning

confidence: 99%

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The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review

Economacou,

Karousou,

Makris

2023

Psychology

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The development of Theory of Mind (ToM) constitutes a central topic in the study of human cognitive development. During the last decades, researchers representing different theoretical approaches have been trying to explore the emergence and development of mental state understanding and the potential contribution of other complex cognitive mechanisms in this developmental process. The relationship between ToM and Executive Functions (EFs) has been assessed in the context of various experimental designs. Despite the significant number of existing studies and the variety of relevant theories proposed, there is still no agreement about the exact nature of the ToM-EFs relationship. The main aim of this paper is to review relevant research results on typically developing children. It attempts to disentangle the factors that can potentially explain the contradictory findings reported in the literature. The results, overall, support the ToM-EFs relationship and suggest EFs’ important role in ToM development. However, the exact nature of this relationship seems obscured by the diversity of approaches, operationalization of the theoretical constructs, methods and ages included in the studies. It is, therefore, suggested that for building a unified picture and an explanatory account of the dynamic developmental relationship between these two complex theoretical constructs, a refinement in the conceptual definitions and methodological approaches is crucial.

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Section: Discussionmentioning

confidence: 99%

Section: Relationship Between Fb and Efsmentioning

confidence: 99%

The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review

Economacou,

Karousou,

Makris

2023

Psychology

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“…Our research previously showed that armed conflict and poverty were associated with increased levels of violence in the family, which altogether led to higher levels of emotional and behavioral problems in children and adolescents (Kara & Selçuk, 2020) and with lower socio-cognitive skills in early childhood, such as executive functioning and theory of mind (Kara & Selcuk, 2021). However, the cumulative effect of contextual risks and their interaction on youth psychological symptoms has not been studied yet.…”

Section: Psychological Adjustment In the East Of Turkeymentioning

confidence: 97%

The role of cumulative risk and armed conflict exposure in adolescent psychological symptoms in Turkey

Kara,

Selcuk

2024

J of Research on Adolesc

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Exposure to risk factors and adversity may cause immediate, and sometimes prolonged, psychological symptoms in adolescents. Identifying universal and specific risk factors in a particular context and examining their cumulative effects is crucial for understanding the mechanisms underlying psychological symptoms and informing about strategies for intervention. Using concurrent measures, the current study aimed to examine the role of armed conflict experiences and cumulation of other risk factors (e.g., maternal psychological symptoms, socioeconomic indicators) in predicting adolescent psychological symptoms in an underresearched community. The sample included 161 adolescents (54.7% female) aged 11–14 years (M = 12.36, SD = 1.27) and their mothers living in the east of Turkey. The cumulative risk index was calculated by summing the standardized scores of the corresponding factors. Hierarchical multiple regression analyses were conducted to predict internalizing and externalizing symptoms among adolescents by introducing demographic variables (age, gender) in the first step, armed conflict experiences and cumulative risk in the second step, and their interaction in the final step. Results showed that the levels of internalizing and externalizing symptoms were predicted by gender, armed conflict experience and cumulative risk. Being a girl was associated with higher levels of internalizing symptoms and lower levels of externalizing symptoms. Higher levels of internalizing and externalizing symptoms were predicted by exposure to armed and cumulative risk. After controlling for other factors, the interaction of armed conflict experience and cumulative risk significantly predicted externalizing, but not internalizing symptoms. These findings suggested that cumulative risk was a stronger predictor of psychological symptoms, and further amplified the strength of the association between armed conflict experiences and externalizing symptoms. These findings can be used in the formulation of intervention strategies and policies to promote psychological well‐being in adolescents living in armed conflict zones under multiple risks.

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“…Executive function abilities stem from fundamental neurobiological maturation that begins early in life and then progresses over a lengthy trajectory of growth and refinement (e.g., Hackman et al, 2015). Variation in SES predicts a broad tenor of academic outcomes (e.g., Best et al, 2011;Lawson & Farah, 2017), basic psychological processes (e.g., Evans et al, 2021;Hackman et al, 2015), language development (Romeo et al, 2022), and social-cognitive competencies (Kara & Selcuk, 2023). However, theoretical models of EF, although widespread in their influence and impact in the field, typically do not consider SES (Miyake et al, 2000;Zelazo & Carlson, 2012).…”

Section: The Impact Of Ses Reporting Patterns On Generalizability Of ...mentioning

confidence: 99%

Greater Attention to Socioeconomic Status in Developmental Research Can Improve the External Validity, Generalizability, and Replicability of Developmental Science

Singh

2024

Preprint

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Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development – socioeconomic status (SES) – across 6 mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed and pathways to greater integration of SES are proposed.

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The Role of Socioeconomic Adversity and Armed Conflict in Executive Function, Theory of Mind and Empathy in Children

Cited by 9 publications

References 64 publications

The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review

The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review

The role of cumulative risk and armed conflict exposure in adolescent psychological symptoms in Turkey

Greater Attention to Socioeconomic Status in Developmental Research Can Improve the External Validity, Generalizability, and Replicability of Developmental Science

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