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Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M 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 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., (© 2022 The Authors. Child Development © 2022 Society for Research in Child Development.)

Introduction: Although much is known about theory of mind (ToM) development during childhood, data on how these skills develop in adolescence is scarce. This cavity is due in part to the limited knowledge about measures of advanced theory of mind., Methods: The study examined the relation among six common story-based tasks designed to measure advanced ToM in two age groups of Polish adolescents: early (13-year-olds; 78 girls) and late (16-year-olds; 143 girls) adolescents., Results: Factor models for individual tasks were constructed, followed by an examination of the underlying structure that explained the variability of factor scores. Only in half of the tasks, the results revealed an age-related increase in advanced ToM. Contrary to expectation, results showed a lack of correlations among story-based advanced ToM tasks in the two adolescent groups., Conclusions: The results suggest a lack of coherence among advanced story-based ToM tasks and the need for further development of reliable and valid advanced ToM measures which are sensitive enough to show increasingly complex social reasoning abilities in adolescence., (Copyright © 2021 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.)

Although theory-of-mind (ToM) development is well documented for early childhood, there is increasing research investigating changes in ToM reasoning in middle childhood and adolescence. However, the psychometric properties of most advanced ToM measures for use with older children and adolescents have not been firmly established. We report on the reliability and validity of widely used, conventional measures of advanced ToM with this age group. Notable issues with both reliability and validity of several of the measures were evident in the findings. With regard to construct validity, results do not reveal a clear empirical commonality between tasks, and, after accounting for comprehension, developmental trends were evident in only one of the tasks investigated. Statement of contribution What is already known on this subject? Second-order false belief tasks have acceptable internal consistency. The Eyes Test has poor internal consistency. Validity of advanced theory-of-mind tasks is often based on the ability to distinguish clinical from typical groups. What does this study add? This study examines internal consistency across six widely used advanced theory-of-mind tasks. It investigates validity of tasks based on comprehension of items by typically developing individuals. It further assesses construct validity, or commonality between tasks., (© 2017 The British Psychological Society.)

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.

The highly addictive drug methamphetamine has been associated with impairments in social cognitions as evidenced by changes in users' behaviors. Physiological changes in brain structure and functioning, particularly in the frontal lobe, have also been identified. The authors propose a biopsychosocial approach to understanding the effects of methamphetamine addiction by relating the physiological effects of the drug to the behaviors and social cognitions of its users, through the application of the theory of mind paradigm. Although onset of methamphetamine use has been linked to the desire for socialization, chronic use has been associated with an increase in depression, aggressiveness, and social isolation, behaviors that also implicate involvement of the frontal lobe. The reviewed literature provides strong circumstantial evidence that social cognitive functioning is significantly impacted by methamphetamine use and that the social isolation, depression, and aggressiveness associated, with chronic use is due to more than just the social withdrawal associated with addiction. Treatment considerations for methamphetamine must therefore consider the role of social cognition, and pharmacological responses must address the documented impact of the drug on frontal lobe functioning. [ABSTRACT FROM AUTHOR]