Language, Ambiguity, and Executive Functions in Adolescents' Theory of Mind

Autor/inn/en	Brodsky, Jessica E.; Bergson, Zachary; Chen, Ming; Hayward, Elizabeth O.; Plass, Jan L.; Homer, Bruce D.
Titel	Language, Ambiguity, and Executive Functions in Adolescents' Theory of Mind
Quelle	In: Child Development, 94 (2023) 1, S.202-218 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brodsky, Jessica E.) ORCID (Plass, Jan L.) ORCID (Homer, Bruce D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13852
Schlagwörter	Adolescents; Theory of Mind; Executive Function; Social Cognition; Ambiguity (Context); Language Usage + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Kognition; Sprachgebrauch
Abstract	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 (N = 289 in 2018 and 2019, M[subscript age] = 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01