Theory of mind, executive function and social competence in boys with ADHD

Charman, Tony; Carroll, Frances Laverne; Sturge, Claire

doi:10.1080/13632750100507654

Cited by 84 publications

(73 citation statements)

References 39 publications

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“…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]. However, there is also evidence indicating that ToM is impaired in children with attention deficits who do not have a formal diagnosis [35] and a significant negative relationship has been found between ToM scores and attention problems in children clinically referred for attention and behavior problems [36].…”

Section: Child Development Researchmentioning

confidence: 90%

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Farrant

Fletcher

Maybery

2014

Child Development Research

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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.

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Section: Child Development Researchmentioning

confidence: 90%

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Farrant

Fletcher

Maybery

2014

Child Development Research

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“…The question is whether participants with AD/HD also encounter pragmatic deficits when pragmatic abilities are directly measured in the children themselves. As we mentioned before, children with AD/HD do not seem to have difficulties with the SST (Charman et al, 2001;Happe´, 1994in Dyck et al, 2001. Some might argue that the SST is a direct ADHD, TOM AND PRAGMATIC ABILITIES 143 measure of pragmatic abilities instead of a broad ToM measure.…”

Section: Pragmatic Abilities In Ad/hdmentioning

confidence: 97%

“…In contrast, ToM difficulties were not observed in two larger AD/HD studies (Charman et al, 2001;Dyck et al, 2001). In both these studies a well-known and broadly used ToM task, the Strange Stories Test (SST; Happe´, 1994) was applied to measure ToM.…”

Section: Theory Of Mind In Ad/hdmentioning

confidence: 99%

“…Children with AD/HD of this specific subtype were included in the Charman study (2001) yet no ToM deficits were observed, even though these children failed on inhibition and planning tasks. It seems that when ToM is measured with the SST, children with AD/ HD do not encounter ToM deficits (Charman et al, 2001;Dyck et al, 2001). The absence of difficulties on one specific ToM task does not imply that children with AD/HD will perform normally on other ToM tasks as ToM is a multi-faceted construct.…”

Section: Theory Of Mind In Ad/hdmentioning

confidence: 99%

“…However, to our knowledge, only five studies have examined ToM abilities in AD/HD. Three of these studies concluded that ToM abilities are intact in individuals with AD/HD (Charman, Carroll, & Sturge, 2001;Dyck, Ferguson, & Shochet, 2001;Perner, Kain, & Barchfeld, 2002), while the findings of two studies suggest that individuals with AD/HD might be challenged on ToM tasks (Buitelaar, Van der Wees, SchwaabBarneveld, & Van der Gaag, 1999;Fahie & Symons, 2003). Buitelaar and colleagues (1999) were the first to study ToM abilities in AD/HD.…”

Section: Theory Of Mind In Ad/hdmentioning

confidence: 99%

See 2 more Smart Citations

Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder

Geurts

Broeders

Nieuwland

2010

European Journal of Developmental Psychology

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Reading Affect in the Face and Voice

Wang¹,

Lee²,

Sigman³

et al. 2007

Arch Gen Psychiatry

206

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Context: Understanding a speaker's communicative intent in everyday interactions is likely to draw on cues such as facial expression and tone of voice. Prior research has shown that individuals with autism spectrum disorders (ASD) show reduced activity in brain regions that respond selectively to the face and voice. However, there is also evidence that activity in key regions can be increased if task demands allow for explicit processing of emotion.Objectives: To examine the neural circuitry underlying impairments in interpreting communicative intentions in ASD using irony comprehension as a test case, and to determine whether explicit instructions to attend to facial expression and tone of voice will elicit more normative patterns of brain activity.Design, Setting, and Participants: Eighteen boys with ASD (aged 7-17 years, full-scale IQ Ͼ70) and 18 typically developing (TD) boys underwent functional magnetic resonance imaging at the Ahmanson-Lovelace Brain Mapping Center, University of California, Los Angeles. Main Outcome Measures:Blood oxygenation leveldependent brain activity during the presentation of short scenarios involving irony. Behavioral performance (accuracy and response time) was also recorded.Results: Reduced activity in the medial prefrontal cortex and right superior temporal gyrus was observed in children with ASD relative to TD children during the perception of potentially ironic vs control scenarios. Importantly, a significant groupϫcondition interaction in the medial prefrontal cortex showed that activity was modulated by explicit instructions to attend to facial expression and tone of voice only in the ASD group. Finally, medial prefrontal cortex activity was inversely related to symptom severity in children with ASD such that children with greater social impairment showed less activity in this region.Conclusions: Explicit instructions to attend to facial expression and tone of voice can elicit increased activity in the medial prefrontal cortex, part of a network important for understanding the intentions of others, in children with ASD. These findings suggest a strategy for future intervention research. Psychiatry. 2007;64:698-708 Arch Gen

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Theory of mind, executive function and social competence in boys with ADHD

Cited by 84 publications

References 39 publications

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Thinking outside the executive functions box: Theory of mind and pragmatic abilities in attention deficit/hyperactivity disorder

Reading Affect in the Face and Voice

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