Language, ambiguity, and executive functions in adolescents' theory of mind
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and sh...
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| Veröffentlicht in: | Child development 2023-01, Vol.94 (1), p.202-218 |
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| creator | Brodsky, Jessica E. Bergson, Zachary Chen, Ming Hayward, Elizabeth O. Plass, Jan L. Homer, Bruce D. |
| description | Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence. |
| doi_str_mv | 10.1111/cdev.13852 |
| format | Article |
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| subjects | Adolescent Adolescents Ambiguity Ambiguity (Context) Automaticity Automation Cognition Executive Function Executive Function - physiology Female Flexibility Humans Inhibition Inhibition, Psychological Language Language Usage Male Social Cognition Social interactions Theory of Mind Theory of Mind - physiology |
| title | Language, ambiguity, and executive functions in adolescents' theory of mind |
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