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Autor/inn/en | Brodsky, Jessica E.; Bergson, Zachary; Chen, Ming; Hayward, Elizabeth O.; Plass, Jan L.; Homer, Bruce D. |
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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 |
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 |
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 |