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…

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021),…

Effective communication requires an understanding of the interlocutor's perspective. Being able to infer someone else's knowledge about a situation is a critical skill in any communication and social interaction. These abilities are part of Theory of Mind (ToM) skills and are known to be impaired in Down syndrome (DS). It therefore makes sense to…

Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school-age (5-8 years old) and middle…

Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children's social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews current studies of the relationship between ToM and…

Background: Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. Aims: This study aims to transfer the results of…

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…

Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with…

This study evaluated the effectiveness of an internet accessed training program that included Theory of Mind-based guidance, video models, visual supports, and virtual reality practice sessions in teaching appropriate job interview skills to individuals with high functioning Autism Spectrum Disorders. In a randomized study, twenty-two youth, ages…

This study examined the impact of training mothers to talk elaboratively about the past on children's understanding of mind. The researchers randomly assigned 102 mothers of 19-month-old children to a training or no-training group. Mothers in the experimental group received training in an elaborative style of talking about the past when children…

Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group…

The aim of this study was to analyze the influence of family context on the performance of 5-year-old children (N = 70) in theory of mind (ToM) tasks. The children's performances were assessed during individual sessions held at school. Children's verbal skills were assessed using the Peabody picture vocabulary test (PPVT). Interviews were also…