This study examines relationships between mathematical problem-solving performance (in terms of strategies used and accuracy) and the main cognitive domains associated with mathematical learning (i.e. executive functions, verbal comprehension and social perception) of children with and without autism spectrum disorder (ASD and non-ASD resp.). The…

Identifying correlates of aggressive behavior in children might help to find potential candidates for interventions in aggression reduction. While some previous studies found that children's Theory of Mind (ToM) and inhibitory control (IC) correlate with aggressive behavior, others did not confirm this relation. One explanation for these mixed…

This study investigated the relation between theory of mind (ToM) and metamemory knowledge using a training methodology. Sixty-two 4- to 5-year-old children were recruited and randomly assigned to one of two training conditions: A first-order false belief (ToM) and a control condition. Intervention and control groups were equivalent at pretest for…

Behaving in a socially competent manner is a complex process that requires the coordination of a number of cognitive skills. The present study examined the unique contributions of executive functions (i.e., inhibitory control and cognitive flexibility), theory of mind, and verbal skills to socially competent behaviours during social interactions.…