Theory of mind development and social understanding

Astington, Janet Wilde; Jenkins, Jennifer M.

doi:10.1080/02699939508409006

Cited by 408 publications

(363 citation statements)

References 14 publications

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“…In line with previous research (Fleischer, 2012;Madriaga, 2010;Madriaga & Goodley 2010;Taylor, 2005) we found that students who fare in college or university face difficulties with meeting the social and academic demands placed on them and struggle with sensory overload and time management. These challenges are clearly linked to the core features of ASD (APA, 2013) and the unique cognitive style of individuals with ASD, which is characterized by weak central coherence (Happé & Frith, 2006), difficulties with theory of mind (Astington & Jenkins, 1995;Hill & Frith, 2003;Senju, 2013), and impairments of executive function (Ozonoff, Pennington, & Rogers, 1991;Hill, 1994;Rosenthal et al, 2013). The results also correspond with the general research outcomes that throughout adulthood, individuals with ASD continue to struggle with issues related to communication, social skills, repetitive behaviors, resistance to change and sensory challenges (Levy & Perry, 2011;Magiatia, Taya, & Howlin, 2014).…”

Section: Discussionmentioning

confidence: 99%

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Hees

Moyson

Roeyers

2014

J Autism Dev Disord

279

323

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The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

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Section: Discussionmentioning

confidence: 99%

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Hees

Moyson

Roeyers

2014

J Autism Dev Disord

279

323

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“…Yet, some researchers interested in ToM in normally developing children have begun to call for the integration of the two perspectives acknowledging that given a normal brain and appropriate social experience, the construction of the mind is universal (Astington & Jenkins, 1995;Astington & Olson, 1995;Brown, Donelan-McCaU, & Dunn, 1996;Bruner, 1990;Dunn, 1996;Lalonde & Chandler, 1995). Researchers are beginning to describe associations between ToM abilities and social and emotional development (Astington & Jenkins, 1995;Dunn, 1995;Jenkins & Astington, 1996). Researchers should continue to explore in more depth the mutual and separate developmental courses of perceptual, Cognitive, and emotional states and how they relate to ToM developmenL Yet the behavioral manifestations of autism relate to the mind, to the most "human" and the most complex of all human behaviors: comnmnication and social interactions.…”

Section: Discussionmentioning

confidence: 99%

Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals.

Yirmiya

Erel²,

Shaked³

et al. 1998

Psychological Bulletin

394

233

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A deficit in theory of mind (ToM) abilities has been described as the core deficit in autism. The authors performed 3 meta-analyses, comparing ToM abilities of individuals with autism, individuals with mental retardation (MR), and normally developing individuals. Results indicated that individuals with autism and MR have impaired TbM abilities. The etiology associated with MR (i.e., Down syndrome, undifferentiated etiology) was found to be an important moderator variable. Chronological age (CA) and verbal mental age (VMA) of the normally developing children and CA, VMA, and performance mental age of individuals with MR, and type of matching between the groups were also found to be moderator variables. Discussion focuses on the implication of the findings and emphasizes the need to consider the specific etiology of comparison groups when studying abilities and impairments of individuals with autism and MR.

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“…Pretend play has long been suspected of being important to theory of mind (Astington, Harris, & Olson, 1988), and several correlational studies support that the two domains are related (Astington & Jenkins, 1995;Dunn & Cutting, 1999;Hughes & Dunn, 1997;Lalonde & Chandler, 1995;Lillard, 2001a;Schwebel, Rosen, & Singer, 1999;Taylor & Carlson, 1997;Watson, 1999, April;Youngblade & Dunn, 1995). This article aims to elucidate the nature of that relationship, first by considering evidence relevant to the metarepresentational model of pretend play.…”

confidence: 99%