Brief Report: Inner Speech Impairment in Children with Autism is Associated with Greater Nonverbal than Verbal Skills / Jane S. M. LIDSTONE in Journal of Autism and Developmental Disorders, 39-8 (August 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1222-1225 Titre : Brief Report: Inner Speech Impairment in Children with Autism is Associated with Greater Nonverbal than Verbal Skills Type de document : Texte imprimé et/ou numérique Auteurs : Jane S. M. LIDSTONE, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Charles FERNYHOUGH, Auteur ; Elizabeth MEINS, Auteur Année de publication : 2009 Article en page(s) : p.1222-1225 Langues : Anglais (eng) Mots-clés : Autism Children Inner-speech Cognitive-profile IQ Index. décimale : PER Périodiques Résumé : We present a new analysis of Whitehouse, Maybery, and Durkin’s (2006, Experiment 3) data on inner speech in children with autism (CWA). Because inner speech development is thought to depend on linguistically mediated social interaction, we hypothesized that children with both autism and a nonverbal > verbal (NV > V) skills profile would show the greatest inner speech impairment. CWA and typically developing controls (n = 23 in each group) undertook a timed mathematical task-switching test, known to benefit from inner speech use. Participants completed the task with and without articulatory suppression (AS), which disrupts inner speech. The hypothesis was supported: AS interference varied with cognitive profile among CWA but not among controls. Only the NV > V autism group showed no AS interference, indicating an inner speech impairment. En ligne : http://dx.doi.org/10.1007/s10803-009-0731-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789 [article] Brief Report: Inner Speech Impairment in Children with Autism is Associated with Greater Nonverbal than Verbal Skills [Texte imprimé et/ou numérique] / Jane S. M. LIDSTONE, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Charles FERNYHOUGH, Auteur ; Elizabeth MEINS, Auteur . - 2009 . - p.1222-1225. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1222-1225 Mots-clés : Autism Children Inner-speech Cognitive-profile IQ Index. décimale : PER Périodiques Résumé : We present a new analysis of Whitehouse, Maybery, and Durkin’s (2006, Experiment 3) data on inner speech in children with autism (CWA). Because inner speech development is thought to depend on linguistically mediated social interaction, we hypothesized that children with both autism and a nonverbal > verbal (NV > V) skills profile would show the greatest inner speech impairment. CWA and typically developing controls (n = 23 in each group) undertook a timed mathematical task-switching test, known to benefit from inner speech use. Participants completed the task with and without articulatory suppression (AS), which disrupts inner speech. The hypothesis was supported: AS interference varied with cognitive profile among CWA but not among controls. Only the NV > V autism group showed no AS interference, indicating an inner speech impairment. En ligne : http://dx.doi.org/10.1007/s10803-009-0731-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789

Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others / Luna C. M. CENTIFANTI in Journal of Child Psychology and Psychiatry, 57-1 (January 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.84-92 Titre : Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others Type de document : Texte imprimé et/ou numérique Auteurs : Luna C. M. CENTIFANTI, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur Article en page(s) : p.84-92 Langues : Anglais (eng) Mots-clés : Emotion understanding  callous-unemotional traits  theory of mind  mind-mindedness  longitudinal Index. décimale : PER Périodiques Résumé : Background Problems in understanding other people's mental states may relate to distinct personality traits that are associated with early externalizing behavior. A distinction between theory of mind (ToM) and empathy has proven important in shedding light on the problems in understanding other minds encountered by children high on callous-unemotional (CU) traits and exhibiting impulsivity. The aim of this study was to investigate whether children's early ToM and emotion understanding abilities predicted CU traits and impulsivity at age 10. A further aim was to explore whether the quality of the parent–child relationship very early in the development indirectly or directly predicted the children's CU traits and impulsivity. Method We examined whether ToM and empathy skills might differentially relate to personality traits associated with externalizing behaviors (i.e., impulsivity and CU traits). We examined these relations over time in a longitudinal cohort of 96 boys and girls using follow-back analyses, incorporating measures of maternal mind-mindedness (appropriate mind-related talk) to examine the possible role of parent–child interaction quality. Results Appropriate mind-related talk indirectly predicted CU traits (at age 10 years) via its effect on children's emotion understanding. ToM predicted impulsive/irresponsible traits, but ceased to be significant when controlling for externalizing behaviors. Conclusion The present findings demonstrate that parents who remark appropriately on their infant's mental states may help the child to understand emotions and may mold an empathic understanding of others, thereby preventing CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Callous-unemotional traits and impulsivity: distinct longitudinal relations with mind-mindedness and understanding of others [Texte imprimé et/ou numérique] / Luna C. M. CENTIFANTI, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur . - p.84-92. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-1 (January 2016) . - p.84-92 Mots-clés : Emotion understanding  callous-unemotional traits  theory of mind  mind-mindedness  longitudinal Index. décimale : PER Périodiques Résumé : Background Problems in understanding other people's mental states may relate to distinct personality traits that are associated with early externalizing behavior. A distinction between theory of mind (ToM) and empathy has proven important in shedding light on the problems in understanding other minds encountered by children high on callous-unemotional (CU) traits and exhibiting impulsivity. The aim of this study was to investigate whether children's early ToM and emotion understanding abilities predicted CU traits and impulsivity at age 10. A further aim was to explore whether the quality of the parent–child relationship very early in the development indirectly or directly predicted the children's CU traits and impulsivity. Method We examined whether ToM and empathy skills might differentially relate to personality traits associated with externalizing behaviors (i.e., impulsivity and CU traits). We examined these relations over time in a longitudinal cohort of 96 boys and girls using follow-back analyses, incorporating measures of maternal mind-mindedness (appropriate mind-related talk) to examine the possible role of parent–child interaction quality. Results Appropriate mind-related talk indirectly predicted CU traits (at age 10 years) via its effect on children's emotion understanding. ToM predicted impulsive/irresponsible traits, but ceased to be significant when controlling for externalizing behaviors. Conclusion The present findings demonstrate that parents who remark appropriately on their infant's mental states may help the child to understand emotions and may mold an empathic understanding of others, thereby preventing CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

How does restricted and repetitive behavior relate to language and cognition in typical development? / Fionnuala LARKIN in Development and Psychopathology, 29-3 (August 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-3 (August 2017) . - p.863-874 Titre : How does restricted and repetitive behavior relate to language and cognition in typical development? Type de document : Texte imprimé et/ou numérique Auteurs : Fionnuala LARKIN, Auteur ; Elizabeth MEINS, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Charles FERNYHOUGH, Auteur ; Susan R. LEEKAM, Auteur Article en page(s) : p.863-874 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Relations between restricted and repetitive behavior at age 26 months and children's concurrent (N = 203) and later (n = 161) social cognition and language development were investigated. Restricted and repetitive behavior was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind). Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower theory of mind at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development. En ligne : http://dx.doi.org/10.1017/s0954579416000535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] How does restricted and repetitive behavior relate to language and cognition in typical development? [Texte imprimé et/ou numérique] / Fionnuala LARKIN, Auteur ; Elizabeth MEINS, Auteur ; Luna C. M. CENTIFANTI, Auteur ; Charles FERNYHOUGH, Auteur ; Susan R. LEEKAM, Auteur . - p.863-874. Langues : Anglais (eng) in Development and Psychopathology > 29-3 (August 2017) . - p.863-874 Index. décimale : PER Périodiques Résumé : Abstract Relations between restricted and repetitive behavior at age 26 months and children's concurrent (N = 203) and later (n = 161) social cognition and language development were investigated. Restricted and repetitive behavior was assessed using two scales: sensory and motor repetitive behaviors and rigidity/routines/restricted interests. Language was assessed at ages 26 and 51 months; social cognition was assessed at ages 26 (symbolic play) and 51 and 61 months (theory of mind). Sensory and motor repetitive behavior was negatively related to children's (a) language performance at 26 and 51 months, (b) instructed symbolic play at 26 months, and (c) theory of mind performance at 51 and 61 months. Path analyses showed that children's sensory and motor repetitive behavior at age 26 months was related to lower receptive verbal ability and theory of mind at 51 months, which led to lower theory of mind at 61 months. Rigidity/routines/restricted interests at 26 months were unrelated to concurrent and later social cognition and language. These results are discussed in terms of the pathways via which sensory and motor repetitive behavior might impact negatively on development. En ligne : http://dx.doi.org/10.1017/s0954579416000535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

Imaginary companions and young children's responses to ambiguous auditory stimuli: implications for typical and atypical development / Charles FERNYHOUGH in Journal of Child Psychology and Psychiatry, 48-11 (November 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-11 (November 2007) . - p.1094–1101 Titre : Imaginary companions and young children's responses to ambiguous auditory stimuli: implications for typical and atypical development Type de document : Texte imprimé et/ou numérique Auteurs : Charles FERNYHOUGH, Auteur ; Kirsten BLAND, Auteur ; Elizabeth MEINS, Auteur ; Max COLTHEART, Auteur Année de publication : 2007 Article en page(s) : p.1094–1101 Langues : Anglais (eng) Mots-clés : Imaginary-companions hallucinations childhood theory-of-mind stream-of-consciousness Index. décimale : PER Périodiques Résumé : Previous research has reported a link between imaginary companions (ICs) in middle childhood and the perception of verbal material in ambiguous auditory stimuli. These findings have been interpreted in terms of commonalities in the cognitive processes underlying children's engagement with ICs and adults’ reporting of imaginary verbal experiences such as auditory verbal hallucinations. The aim of the present study was to examine these relations using improved methodology and a younger sample of children for whom engagement with ICs would be expected to be particularly salient. Method: Data on young children's (age range: 4–8 years) reporting of ICs were gathered in two studies (total N = 80). Responses to ambiguous auditory stimuli were investigated using the new Jumbled Speech task, which measures participants’ likelihood of perceiving words in meaningless but speech-like auditory stimuli. Results: Reporting hearing words in the Jumbled Speech task was associated with having a parentally corroborated IC. Hearing words on the task and having an IC were unrelated to age, gender, verbal ability, and understanding of the stream of consciousness. Conclusions: Findings are consistent with the hypothesis that engaging with ICs is one aspect of a general susceptibility to imaginary verbal experiences. We consider the implications for the assumption of continuity in psychopathological experiences between childhood and adulthood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01789.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Imaginary companions and young children's responses to ambiguous auditory stimuli: implications for typical and atypical development [Texte imprimé et/ou numérique] / Charles FERNYHOUGH, Auteur ; Kirsten BLAND, Auteur ; Elizabeth MEINS, Auteur ; Max COLTHEART, Auteur . - 2007 . - p.1094–1101. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-11 (November 2007) . - p.1094–1101 Mots-clés : Imaginary-companions hallucinations childhood theory-of-mind stream-of-consciousness Index. décimale : PER Périodiques Résumé : Previous research has reported a link between imaginary companions (ICs) in middle childhood and the perception of verbal material in ambiguous auditory stimuli. These findings have been interpreted in terms of commonalities in the cognitive processes underlying children's engagement with ICs and adults’ reporting of imaginary verbal experiences such as auditory verbal hallucinations. The aim of the present study was to examine these relations using improved methodology and a younger sample of children for whom engagement with ICs would be expected to be particularly salient. Method: Data on young children's (age range: 4–8 years) reporting of ICs were gathered in two studies (total N = 80). Responses to ambiguous auditory stimuli were investigated using the new Jumbled Speech task, which measures participants’ likelihood of perceiving words in meaningless but speech-like auditory stimuli. Results: Reporting hearing words in the Jumbled Speech task was associated with having a parentally corroborated IC. Hearing words on the task and having an IC were unrelated to age, gender, verbal ability, and understanding of the stream of consciousness. Conclusions: Findings are consistent with the hypothesis that engaging with ICs is one aspect of a general susceptibility to imaginary verbal experiences. We consider the implications for the assumption of continuity in psychopathological experiences between childhood and adulthood. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01789.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Origins of mother–child reminiscing style / Elaine REESE in Development and Psychopathology, 31-2 (May 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-2 (May 2019) . - p.631-642 Titre : Origins of mother–child reminiscing style Type de document : Texte imprimé et/ou numérique Auteurs : Elaine REESE, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur Article en page(s) : p.631-642 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Maternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8–44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother–child reminiscing about a positive (happy) and a negative (scared) event at 44 months. Mothers could be classed into two groups of low versus increasing depression from 8 to 44 months, yet maternal depression did not uniquely predict mother–child reminiscing after accounting for maternal sensitivity and other factors. Instead, maternal sensitivity, children's joint attention, and language uniquely predicted children's elaborations about the scared event at 44 months, and maternal sensitivity uniquely predicted mothers' elaborations about the scared event at 44 months. Mothers who are more sensitive in early interactions may later be better at engaging their children when reminiscing about negative emotions. These findings have implications for the design of interventions targeted at supporting mothers to engage in elaborative reminiscing with their preschool children. En ligne : http://dx.doi.org/10.1017/S0954579418000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Origins of mother–child reminiscing style [Texte imprimé et/ou numérique] / Elaine REESE, Auteur ; Elizabeth MEINS, Auteur ; Charles FERNYHOUGH, Auteur ; Luna C. M. CENTIFANTI, Auteur . - p.631-642. Langues : Anglais (eng) in Development and Psychopathology > 31-2 (May 2019) . - p.631-642 Index. décimale : PER Périodiques Résumé : Maternal elaborative reminiscing supports preschool children's autobiographical memory, self-concept, and emotion understanding. What are the factors contributing to mothers' elaborative style of reminiscing? In a longitudinal community sample (n = 170 at the final data point), this study explored the role of maternal depression (8–44 months), maternal sensitivity and maternal mind-mindedness (8 months), as well as child factors of joint attention (15 months), attachment security (15 months), and language (26 months) for mother–child reminiscing about a positive (happy) and a negative (scared) event at 44 months. Mothers could be classed into two groups of low versus increasing depression from 8 to 44 months, yet maternal depression did not uniquely predict mother–child reminiscing after accounting for maternal sensitivity and other factors. Instead, maternal sensitivity, children's joint attention, and language uniquely predicted children's elaborations about the scared event at 44 months, and maternal sensitivity uniquely predicted mothers' elaborations about the scared event at 44 months. Mothers who are more sensitive in early interactions may later be better at engaging their children when reminiscing about negative emotions. These findings have implications for the design of interventions targeted at supporting mothers to engage in elaborative reminiscing with their preschool children. En ligne : http://dx.doi.org/10.1017/S0954579418000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Proof of concept of a mind–mindedness intervention for mothers hospitalized for severe mental illness / Robin SCHACHT in Development and Psychopathology, 29-2 (May 2017)  

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Verbal mediation of cognition in children with specific language impairment / Jane S. M. LIDSTONE in Development and Psychopathology, 24-2 (May 2012)  

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