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Social maturity and theory of mind in typically developing children and those on the autism spectrum / Candida C. PETERSON in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
[article]
Titre : Social maturity and theory of mind in typically developing children and those on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur Année de publication : 2007 Article en page(s) : p.1243–1250 Langues : Anglais (eng) Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further.
Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure.
Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis.
Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250[article] Social maturity and theory of mind in typically developing children and those on the autism spectrum [Texte imprimé et/ou numérique] / Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur . - 2007 . - p.1243–1250.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250
Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further.
Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure.
Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis.
Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310