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Direct linkBrodsky, Jessica E.; Bergson, Zachary; Chen, Ming; Hayward, Elizabeth O.; Plass, Jan L.; Homer, Bruce D. – Child Development, 2023
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M[subscript age] = 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…
Descriptors: Adolescents, Theory of Mind, Executive Function, Social Cognition
Kuhn, Laura J.; Willoughby, Michael T.; Wilbourn, Makeba Parramore; Vernon-Feagans, Lynne; Blair, Clancy B. – Child Development, 2014
Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with…
Descriptors: Epidemiology, Nonverbal Communication, Longitudinal Studies, Verbal Communication
Low, Jason; Simpson, Samantha – Child Development, 2012
Executive function mechanisms underpinning language-related effects on theory of mind understanding were examined in a sample of 165 preschoolers. Verbal labels were manipulated to identify relevant perspectives on an explicit false belief task. In Experiment 1 with 4-year-olds (N = 74), false belief reasoning was superior in the fully and…
Descriptors: Theory of Mind, Preschool Children, Executive Function, Beliefs
Barac, Raluca; Bialystok, Ellen – Child Development, 2012
A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of…
Descriptors: Language of Instruction, Cultural Background, Bilingualism, Cognitive Development
