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La investigación tuvo como objetivo indagar el impacto que tiene el TDAH (Trastorno de Déficit de Atención e Hiperactividad) en el desarrollo de la cognición social, en una muestra de estudiantes entre 10-17 años de Montreal (Canadá) y de la ciudad de Bogotá (Colombia). La investigación fue cualitativa, de alcance comparativa, no experimental. El número de participantes fue de 42, de ambos sexos, divididos en dos grupos, sin TDAH y con TDAH. Se aplicaron 6 test psicológicos que permitieron analizar la cognición social en las variables empatía, conducta prosocial, teoría de la mente y reconocimiento facial emocional, de la muestra seleccionada. Los resultados evidenciaron que el grupo sin TDAH puntuó por encima de la media, en comparación con el grupo con TDAH, cuyo rendimiento fue menor en las pruebas aplicadas. En conclusión, se puede evidenciar que la cognición social se ve afectada principalmente en los estudiantes con TDAH de ambos países, independiente de las variables culturales o su lugar de residencia; su afectación se atribuye más bien a las características propias del trastorno.

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Copyright of Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo de este texto es mostrar que la hipótesis del pensamiento maquiavélico de Tomasello es equivocada. Para ello, presentaré críticas a cuatro puntos fundamentales de esta hipótesis: primero, la afirmación de que los primates no-humanos no pueden atribuir falsas creencias a otros (mindreading o ToM) en contextos cooperativos; segundo, que estos no sienten empatía por individuos fuera de su grupo; tercero, que no tienen sentido de justicia y, por último, que no poseen algún tipo de intencionalidad conjunta. Se concluye que la evidencia científica niega que la cognición de los primates no-humanos haya evolucionado en el contexto de la competencia por la búsqueda de alimentos y que, por ello, su pensamiento sea exclusivamente competitivo e individualista. Por ende, no es posible defender la hipótesis de Tomasello.

Introduction: Theory of mind (ToM) is the human ability to perceive, interpret, and attribute the mental states of other people, and the alteration of this cognitive function is a core symptom of autistic spectrum disorder (ASD). In such other neurodevelopmental disorders as childhood-onset obsessive-compulsive disorder (OCD) and Tourette syndrome (TS) that can present with cognitive dysfunctions, ToM has been less extensively studied, especially in the young population. The aim of the study was to compare advanced ToM between groups of young people diagnosed with OCD, TS, or ASD and a control group. Methods: Clinical interviews were conducted with male patients aged between 11 and 17 years with a main diagnosis of OCD (n = 19), TS (n = 14), or ASD (n = 18), and a control group (n = 20). We administered instruments for estimating intelligence quotient and severity of psychiatric symptoms, and tasks to evaluate ToM (the ''Stories from everyday life'' task and the ''Reading the mind in the eyes” test). Results: Young people with TS and with ASD present similar difficulties in solving advanced ToM tasks, whereas patients with childhood-onset OCD present similar results to controls. Conclusions: ToM is altered in other neurodevelopmental disorders beyond ASD, such as TS. Resumen: Introducción: La Teoría de la Mente (ToM) es la capacidad humana de percibir, interpretar y atribuir los estados mentales de las otras personas y la alteración de esta función cognitiva es un síntoma nuclear del Trastorno del Espectro Autista (TEA). Hay otros trastornos del neurodesarrollo como el Trastorno Obsesivo-Compulsivo de inicio en la infancia (TOC) y el Síndrome de Tourette (ST), que pueden presentarse con disfunciones cognitivas, y en los que la ToM ha sido menos estudiada, especialmente en población juvenil. El objetivo de este estudio fue comparar la ToM avanzada entre grupos de jóvenes con diagnóstico de TOC, ST o TEA y un grupo de controles sanos. Métodos: Se entrevistaron clínicamente a varones de entre 11 y 17 años con diagnóstico principal de TOC (n = 19), ST (n = 14), TEA (n = 18), y un grupo control de sujetos sanos (n = 20). Se les administraron instrumentos de estimación de cociente intelectual, severidad de los síntomas psiquiátricos, y las pruebas para evaluar la ToM: la tarea Historias de la Vida Cotidiana y el Test de la Mirada. Resultados: Los jóvenes con ST presentan dificultades similares para resolver tareas de ToM avanzada al nivel de los pacientes con TEA, a diferencia de los pacientes con TOC de inicio en la infancia que presentan resultados similares a los controles sanos. Conclusiones: La ToM está alterada en otros trastornos del neurodesarrollo más allá del TEA, como en el ST.

This paper aims, using some examples from Artificial Intelligence research, to show that passing the Turing test depends more on the cognitive characteristics of the test experimenters than on the machines subjected to the test. Furthermore, it aims to show that simulators that pass the Turing test will always have a certain degree of indeterminacy, which raises ethical questions about the purpose of building such simulators. [ABSTRACT FROM AUTHOR]

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Copyright of Artefactos: Revista de Estudios Sobre La Ciencia Y La Tecnologia is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El propósito de esta investigación consistió en estudiar el rol del vocabulario, la memoria de trabajo, la teoría de la mente y la atención sostenida en la comprensión de narraciones orales y la generación de inferencia en niños de entre 7 y 11 años. Para ello, se utilizaron las habilidades de comprensión lectora como criterio para establecer los grupos de cohorte del estudio. La muestra, conformada por 126 niños colombianos hispanohablantes, fue evaluada en tareas de comprensión de narraciones orales, así como mediante pruebas estandarizadas en vocabulario, memoria de trabajo, teoría de la mente y atención sostenida. Los resultados mostraron diferencias significativas entre el grupo de baja comprensión lectora respecto al grupo de comparación con mejores desempeños en comprensión en la medida de vocabulario y en la medida de comprensión de narraciones con apoyos visuales, como producto de una diferencia significativa en la respuesta a preguntas de inferencia emocional. El análisis correlacional mostró vínculos significativos entre el vocabulario y todas las medidas de comprensión evaluadas. Por su parte, la memoria de trabajo se correlacionó con todas las medidas de desempeño en comprensión, excepto con la respuesta a preguntas inferenciales. Finalmente, la teoría de la mente mostró una correlación significativa con la respuesta a preguntas de inferencias emocionales y con las medidas de comprensión de narraciones sin apoyos visuales.

En 1996 se encendió la mecha de una pequeña revolución en la psicología y filosofía de la cognición social: como reacción crítica a un intento de explicar el desarrollo del conocimiento social en el niño como una integración paulatina de perspectivas de primera y tercera persona (Barresi & Moore), algunos psicólogos propusieron la idea de la perspectiva de segunda persona como enfoque alternativo para entender la cognición social y resolver algunos de sus problemas tradicionales. En esta nota reviso el libro de Pérez y Gomila, una de las más detalladas y mejor desarrolladas exposiciones de las implicaciones interdisciplinares del enfoque de segunda persona, y propongo algunos temas de discusión inspirados por el libro, tales como la inextricable interacción entre las distintas perspectivas personales desde el principio del desarrollo y la dificultad de separar con claridad las propiedades distintivas de la segunda y tercera persona con las conceptualizaciones actuales.

The idea that implicit and explicit mindreading form a continuum is controversial. This paper presents a systematic review of longitudinal findings on the development of mindreading in children to compare the main theoretical explanations of this capacity (enrichment and conceptual change theories, submentalizing theory and two-system theory). The longitudinal findings on the predictive relationships between implicit and explicit measures of mindreading demonstrate a continuum between children's implicit and explicit capacities to understand others' mental states. Moreover, the findings support the theory of continuous conceptual enrichment and change and provide evidence against submentalist theories. This paper proposes that implicit mindreading is based on the interactive processes of joint attention and shared intentionality that precede explicit mind comprehension. [ABSTRACT FROM AUTHOR]

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To interact in the social world, people make use of processes that contribute to understand relevant aspects and key indicators to interact effectively. These processes are framed within the construct of social cognition that integrates different processes within which the theory of mind is included. The theory of mind (ToM) is the competence of attributing minds to others and predicting and understanding their behaviors based on mental entities such as beliefs, desires and intentions. This process is made up of two aspects, one cognitive and the other affective or emotional. Cognitive ToM refers to the ability to make inferences about the desires, beliefs and intentions of other people, while affective ToM is related to the ability to infer the emotions of others. Taking this characteristic of dimensionality into account, researchers created a task called Yoni Task that attempts to assess both aspects of ToM with the use of mainly visuospatial stimuli administered to children, adolescents and adults. The aim of this study was to carry out linguistic adaptations and systematize the Yoni Task in an application by analyzing its psychometric properties in a pilot sample in order to contribute to the validation of the Yoni Task in Argentine context and assess different aspects of ToM in a systematic way and with low incidence of other cognitive processes. The tool was administered in a pilot test to 33 young adults between 20 and 40 years old, using a computerized version of the Yoni Task adapted to Argentine environment. To perform the data analysis given the size of the sample, the resampling technique called Bootstrap with simulation of 1000 cases was used. This technique allows, by generating a large number of random samples considering the real data available, to estimate the real distribution of the data and not a theoretical distribution based on assumptions that must be met. This method has been used in psychology and education but is not as widely used as it should be in these areas of social and human sciences because the data do not usually meet the parameters necessary to use parametric statistical tests. The reliability analysis showed a score of Cronbach's alpha of .896 on a total of 98 items, which describes a good internal consistency, and no variations were found if items were eliminated. The data show that Yoni Task in its Spanish version presents moderate correlations with the Eyes Test in both dimensions (cognitive and affective). Likewise, within the test, high correlations are observed between the cognitive and affective dimensions. This pattern is sustained when the Bootstrap is performed, considering that both tasks value similar processes (theory of mind). With regard to the computerization of the task and its implementation in the developed application, it can be anticipated that its use is simple and simple to administer by the evaluator. On the other hand, from the perspective of those evaluated, it does not generate fatigue and is simple to use; and although some users argued that at first the task seems simple and becomes more complex, requiring more attentional effort, they note that this is a product of the task itself and not of its computerization. It is important to highlight the importance of designing tasks that measure cognitive processes in a simple and systematic way, creating a bridge between psychology and the use of technologies, allowing greater accuracy in the measurement of processes from friendly environments for the person being studied evaluated. The systematization of an analogue test and the development of an application do not introduce defects in the methodology or affect unexpected results. [ABSTRACT FROM AUTHOR]

Several studies have examined theory of mind (ToM) and executive functioning (EF) in children. However, the findings regarding this association are inconsistent when considering variations in typical and impaired neurodevelopment. This study analyzed the scientific production and empirical evidence on the relationship between ToM and EF performance in children and its incidence in neurotypical development (TD), attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). The document search was done in the Web of Science and bibliometrix, Sci2 Tool and Gephi were used for the analyses. The findings indicate that children with ADHD present lower performance in inhibitory control tasks than children with TD, and children with ASD present a deficit in ToM compared to the other groups. Working memory and inhibitory control predicted the performance of children with ADHD, ASD and TD in false belief tasks. Finally, EF was found to correlate directly with ToM in children with TD. These findings are relevant because they help to better understand the cognitive-social and neuropsychological mechanisms linked to child neurodevelopment. [ABSTRACT FROM AUTHOR]

Therapist effect is his or her contribution on the outcome of psychotherapy compared to the outcome of another therapist. Supposedly, empathy is a key element in therapeutic change. Aim: to examine therapist effect as well as empathy in relation to initial symptomatic change in treatment. Method: Initial sample comprised 41 therapist and 185 adult patients attended in psychoanalytic therapy. Therapists completed questionnaires about the facets of empathy and patients repeatedly responded to an outcome measure. Intraclass Correlation Coefficient was used to measure therapist effect and Multilevel Hierarchical Regression was used to assess empathy facets effects on treatment initial outcome. Calculations excluded therapists with less than five patients and were performed on a subsample of 16 therapists and 177 patients. Results: Therapist effect was 9,6%. The only empathy facet related to psychotherapy outcome was Fantasy, with a general effect of 0,71%. Conclusion: Although therapist empathy is supposed to be crucial to outcomes, little is known about this interaction. Fantasy seems to play an important role in this context, providing identification of the therapist with the patient. Further studies are needed. [ABSTRACT FROM AUTHOR]

Theory of mind and empathy constitute sociocognitive skills central to understanding the social world and formulating responses within social contexts. However, studies continue to face the challenge of clarifying their boundaries and unraveling the presumed connections between them. This study aimed to conduct a scoping review of the conceptual interplay between theory of mind and empathy in research exploring socio-individual differences in typical adults, while also organizing these findings according to thematic categories. A total of 62 articles were analyzed, revealing five different models of relations between theory of mind and empathy, as well as three thematic production nuclei linked to social behavior, physiological variations in daily life, and cognitive, affective, and social variations. The study also discusses advancements and limitations in this field, pointing out both a fruitful production and the need to advance in the construction of more precise parameters in this area. [ABSTRACT FROM AUTHOR]

La teoría de la mente (ToM) es la capacidad de reconocer los propios estados mentales y predecir los de otros, habilidad fundamental en el desarrollo socioemocional/cognitivo en preescolares. El presente estudio buscó describir la ToM de niños chilenos de 3 y 4 años, analizar las diferencias en su desarrollo según la edad y el rol mediador del lenguaje mentalizante (lm) materno, considerando el sexo de los niños, los modelos operantes internos (moi) y el nivel educacional materno. La muestra fueron 110 niños con sus madres. Se aplicó un cuestionario sociodemográfico, pruebas para evaluar la ToM, el lm y los moi de las madres. Un 50.9 % de los niños se ubicó en el quintil 1 de la ToM y ninguno logró llegar al quinto. Las habilidades de la ToM con un mayor nivel de logro diferenciaron entre pretender y realidad (60.0 %) y la de diferenciar la perspectiva visual propia y de otro (50.9 %). Un 59.1 % de los niños no logró inferir deseos a través de la mirada, un 83.6 % no logró la habilidad de acceso al conocimiento, y un 100 % no logró la falsa creencia. Los resultados muestran diferencias significativas entre niños de distintos rangos etarios en el desarrollo de la ToM, sugiriendo una creciente dificultad de ad-quisición de sus habilidades. Además, un mayor lm de las madres se relacionó con mayor desarrollo de la ToM en los niños, con un rol mediador en la influencia de los moi y nivel educacional materno sobre la ToM.

This study examined the cognitive predictors and constraints of children's strategic offers in the Ultimatum Game. The Ultimatum Game is a one-shot negotiation on the division of a given sum of rewards between two people, where the receiver has the right to punish the proposer by rejecting unfair offers, which results in nil reward for either party. Ninety-four Hong Kong children ranged between three and six years of age (48 girls, M = 4.94, SD = 0.90) participated in an Ultimatum Game, and tasks measuring theory of mind, cognitive flexibility, inhibitory control and verbal ability. Children's theory of mind, measured with false belief understanding tasks, was positively associated with their Ultimatum Game offers. Regression analysis further demonstrated that cognitive flexibility moderated the association between false belief understanding and children's offers in the Ultimatum Game. Being able to take the opponent's perspective prompted children to offer more in the Ultimatum Game, but only when their cognitive flexibility was low. [ABSTRACT FROM AUTHOR]

The personal style of the therapist refers to the dispositions, traits and attitudes that the therapists display in their professional practice. The associations between personal style of the therapist, empathy and theory of mind, have yet to be examined. This study analyzed the associations between personal style of the therapist, empathy and theory of mind among therapists, while considering the effect of their theoretical background and other contextual and individual variables. The study sample consisted of 152 Argentine therapists. Personal style and empathy were assessed through self-report questionnaires (Personal Style of the Therapist Questionnaire and Interpersonal Reactivity index, respectively), while theory of mind was evaluated with the Reading the Mind in the Eyes test. Cognitive empathy was associated with a broader attentional focus and higher emotional expressiveness, while affective empathy led to stronger commitment and a higher emotional impact of therapy on the therapist. In addition, psychoanalysts and cognitive behavioral therapists exhibited personal style of therapist differences in their spontaneity and emotional distance, and cognitive behavioral therapists showed higher levels of engagement. [ABSTRACT FROM AUTHOR]

The present study aimed to conduct a scoping review on researches which investigated the relationship between Theory of Mind (ToM) and school bullying in seven databases in the areas of health/psychology (PubMed, PsycInfo, and Lilacs), education (Eric), and interdisciplinary (SciELO, Web of Science, and Scopus). Of the 270 results initially identified, 14 were eligible for review and analyzed regarding their main results, the measures in ToM used, and variables related to the classification of bullying. It was found that most studies reported a direct (relationships that tend to be statistically significant) and/or indirect (mediated by other variables) relationship between the roles of the students involved and types of bullying and the performance in tasks of ToM. However, a critical discussion regarding the assessment measures in ToM was carried out pointing to the need for clarification in the type of assessment and updating of tasks. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a condition that is characterized by failures in social behavior and repetitive behaviors. The neuropsychological profile shows heterogeneous findings that depends on the severity of the disorder. The objective of this paper is to describe the neuropsychological functioning of a sample of children with ASD who attend the Institute for the Integral Development of Children with Autism (DINA). The sample consisted of 78 participants, 15.4 % female and 84.6 % male, aged between 6 and 16 years. The instruments used were the neuropsychological protocol adapted from the ENI, intelligence apportionment from the WISC-IV, Sally and Ann Test, Facial Expressions Test adapted by Paul Ekman and Reading the Mind in the Eye for children, Faux Pas Test, and The Happé's Strange Stories test. The results are discussed considering the scientific literature on the subject. [ABSTRACT FROM AUTHOR]

Bullying is a contemporary social phenomenon that impacts multiple social structures and contexts. This study aimed to establish the association between executive functions (EF) and social cognition in adolescents. A cross-sectional descriptive study with a sample of 109 subjects was selected by convenience sampling. Multinomial logistic regression was performed, finding that social cognition is a protective factor (OR: 0.17 IC 95% 0.05-0.59) (OR: 0.27 IC 95% 0.08-0.85) in the group of aggressors to controls; in addition, the group of victims to controls (OR: 0.15 IC 95% 0.05 - 0.42) (OR: 0.30 IC 95% (0.11-0.82). Thus, adequate social cognition is associated as a protective factor against bullying, and presenting deficits in EF is associated with a threefold increased risk of bullying. [ABSTRACT FROM AUTHOR]

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El Trastorno del Espectro Autista (TEA) es una condición que se caracteriza por presentar fallas en la conducta social y comportamientos repetitivos. Su perfil neuropsicológico muestra hallazgos heterogéneos que dependen de la severidad del trastorno. El objetivo del presente trabajo es describir el funcionamiento neuropsicológico de una muestra de niños y niñas con TEA que asisten al Instituto para el Desarrollo Integral del Niño en condición de Autismo (DINA). La muestra estuvo conformada por 78 participantes, 15.4 % de género femenino y 84.6 % de género masculino, con edades entre los 6 y los 16 años. Los instrumentos utilizados fueron protocolo neuropsicológico adaptado de la ENI, prorrateo de inteligencia del WISC-IV, Test de Sally y Ann, Test de Expresiones faciales adaptado por Paul Ekman y el Test de la Mirada para niños, El Test de Metidas de Pata, e Historias Extrañas de Happé. Los resultados se discuten a la luz de la literatura científica sobre el tema.

Background: Experiences of negative social interactions and childhood trauma (CT) can lead to aberrant hypothalamic–pituitary–adrenal functions. Poor theory of mind (ToM) ability is related to increased social stress levels; however, studies on the relationship between ToM and cortisol remain scarce. Objective: This study aimed to evaluate the relationship between ToM and the hair cortisol concentration (HCC) in healthy young adults considering the moderating role of CT. Method: A total of 206 healthy young adults were divided into two groups based on an experience of moderate-to-severe childhood trauma (CT+ and CT–). To determine whether CT moderated the relationship between ToM and HCC, moderation analysis was conducted controlling for age, sex, years of education, and scores of perceived stress, depression, and anxiety. Results: CT+ individuals reported higher subjective stress perception and depressive symptoms than CT– individuals, whereas anxiety-related symptoms, ToM, and HCC were not different between the groups. The experience of CT significantly moderated the relationship between ToM and HCC. The association between poorer ToM ability and higher HCC was significant only in CT+ group. Conclusion: CT is a moderator of the association between ToM and HCC, indicating the importance of CT in social cognition and the stress response. Impaired social cognition and childhood trauma (CT) is associated with cortisol secretion. Higher hair cortisol levels and poorer theory of mind (ToM) were associated in adults with CT. CT is a significant moderator of the link between ToM and hair cortisol levels. [ABSTRACT FROM AUTHOR]

Background: The transition to adolescence can be challenging for children with autism spectrum disorder (ASD). The present study explored child and family variables that predict functional outcomes of adolescents with ASD in emotional/behavioral difficulties, socialization, daily living skills, and the transition to secondary education. Method: Forty-five individuals with ASD, without intellectual disability, were assessed during childhood (aged 7-11) and almost five years later. Child measures (executive functions, theory of mind, autism symptom severity) and parent measures (parenting stress, social support, coping strategies) were collected. Results: In adolescence, the predictive power of childhood executive functions was important for academic and behavioral/emotional indicators whereas theory of mind mainly predicted adaptive and behavior/emotional outcomes. ASD symptoms had predictive value in all outcome domains. Parental educational level, social support and parenting distress predicted socialization, while the engagement coping strategy had a significant role in daily living skills. Conclusions: The findings raise several clinical considerations related to assessment and intervention in autism. Executive functions and theory of mind programs could help to improve behavior/emotional, adaptive outcomes, and adjustment to school. In addition, the study indicates the need for family-centered interventions based on positive parenting practices and principles of behavioral analysis along with parental support, stress management and coping strategies. [ABSTRACT FROM AUTHOR]

En el presente artículo se realizó una revisión de la literatura sobre la relación entre el trastorno del espectro autista (TEA) y la cognición social (CS), la cual permite entender las alteraciones en la comunicación social en el autismo. Para ello se seleccionaron 50 artículos de estudios empíricos publicados en diferentes bases de datos entre el año 2010 y 2021. Los resultados se ordenaron y categorizaron a partir de conceptos relacionales, a través del estudio del arte, encontrando que las investigaciones consultadas convergen en las alteraciones de la CS en el TEA; otros estudios presentan instrumentos para la evaluación de la CS e intervenciones sobre la misma, buscando mejorar las habilidades y competencias en la comunicación en el autismo. Se confirmaron las alteraciones en CS y teoría de la mente (ToM) en población TEA y se evidenció la falta de más estudios sobre el diseño e implementación de intervenciones dirigidas a mejorar la CS en esta población, especialmente centrados en Latinoamérica.

El Bullying es un fenómeno social contemporáneo que impacta en múltiples estructuras y contextos sociales. Este estudio tuvo como objetivo establecer la asociación entre funciones ejecutivas (FE), cognición social en adolescentes y el bullying. Estudio descriptivo transversal con una muestra de 109 sujetos seleccionados mediante un muestreo por conveniencia. Se realizó una regresión logística multinomial, encontrando que la cognición social es un factor protector (OR: .17 IC 95% .05-.59) (OR: .27 IC 95% .08- .85) en el grupo de los agresores respecto a los controles; así como en el grupo de víctimas respecto a los controles (OR: .15 IC 95% .05 – .42) (OR: .30 IC 95% (.11- .82). De esta manera, una adecuada cognición social se asocia como un factor protector ante el bullying y el presentar déficits en las FE se asocia a un incremento del riesgo de tres veces de padecerlo.

Apperly and Butterfill's (2009) hold that there are two cognitive mind-reading systems. System 1(S1) is fast, automatic and inflexible, whereas system 2 (S2) is reflective, flexible and slow. This paper presents and discusses two central assumptions of this theory: the independence of S1 and S2 and the encapsulation of S1. It is argued that findings on longitudinal trajectories in infancy on the false belief test and visual perspective taking undermine the two-system theory in three respects: (1) S1 is not encapsulated, (2) S1 is not entirely automatic processing, and (3) S2 cognitive processes can be fast and efficient. The paper concludes that mindreading operates through different socio-cognitive processes that are gradually and continuously enriched during development, which eliminates the need for a two-system characterization. [ABSTRACT FROM AUTHOR]

Aims: To identify the impact of ventromedial prefrontal cortex injury (vmpFC) on social cognition (SC) processes in a stroke patient in relation to a control group matched by age, gender, and schooling. Possible associations between post-injury behavior and impacted neuropsychological attributes of emotion recognition, Theory of Mind (tom), and empathy are discussed. Method: One male patient (n = 1) (58 years old) with stroke in right vmpFC and 10 healthy participants completed different screening, neuropsychological assessment, and SC tests as: Addenbrooke's Cognitive Examination-Revised; The Trail Making Test; Raven's Matrices; Faux Pas Test; Reading Mind in the Eyes Test, among others. Results: Due single cases are reported, p< .05 values of a tail were considered statistically significant in all comparisons. Correlations were found between damage in vmpFC and alterations in affective tom, working and retrograde memory, mood and relational alterations in the patient. Discrepancies were found with respect to other studies in relation to the laterality of the injury and the impact of cognitive and affective empathy that seems to be relatively intact. Conclusions: There is a need to clarify the role of affective tom after acquired brain injury (aBi) in vmpFC. A protocol is needed to assess and intervene in aspects of tom that would involve documenting strengths and deficits of tom: inter and intrapersonal after an aBi. Similarly, there is a need to address the lateralization of different domains of function in vmpFC and their relationship to affective tom. [ABSTRACT FROM AUTHOR]

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Con el objetivo de indagar respecto a la influencia de la lectura de creencias sobre la competencia pragmática, en el presente estudio 56 niños de entre 48 y 54 meses pertenecientes al programa Buen Comienzo de la ciudad de Medellín participaron en un diseño experimental pre-post con grupo control. Para la evaluación de la lectura de creencias se adaptaron al español cuatro pruebas de la escala de Wellman y Liu (2004), mientras que para evaluar la competencia pragmática se adaptaron cuatro situaciones comunicativas propuestas por Sacco et al. (2008). Para la manipulación de la variable se llevaron a cabo 10 sesiones de entrenamiento en lectura de creencias. De acuerdo con los resultados intragrupo, el programa de entrena-miento fue efectivo para mejorar la variable entrenada, pues el grupo experimental mejoró su desempeño en la lectura de creencias (p = .007; d = –.663) y en la competencia pragmática (p = .007; d = .648); no obstante, aunque se encontraron diferencias significativas entre el grupo experimental y el grupo control para la lectura de creencias (p = .001; d = .472), no fue así para el desempeño en la competencia pragmática (p = .340; d = .143). A la luz de estos resultados, no es posible asegurar una relación de influencia de la lectura de creencias sobre la competencia pragmática; sin embargo, se encontró un modelo de regresión lineal satisfactorio cuando se incluyeron en los análisis variables sociodemográficas. Al final del artículo se discute respecto a la necesidad de integrar variables de contexto cuando se indaga por una posible relación de influencia de una variable psicológica sobre otra.

El presente trabajo tiene como objetivo general el estudio de cómo los niños/as comprenden el acto comunicativo de persuasión (aquel en el que se interpreta que una persona quiere conseguir algo de otra) y cómo esta comprensión se relaciona con importantes variables del desarrollo psicológico. A partir de este objetivo general se derivan dos objetivos específicos. El primero consiste en analizar la capacidad de comprensión de la persuasión en niños/as de Educación Primaria en función de la realización de inferencias mentalistas acerca de la perspectiva cognitiva del persuasor (su estado mental de creencia, su motivación/actitud, y su intención al intentar persuadir), así como de la realización de inferencias mentalistas acerca de la perspectiva tanto cognitiva como emocional de la persona persuadida (su estado mental de creencia y su estado emocional, ambos causados por las palabras del persuasor). El segundo objetivo específico consiste en examinar cómo estas atribuciones que hacen los niños se relacionan con la habilidad lingüística y la Teoría de la Mente. Para ello, se han administrado a 103 niños/as de 6 a 12 años una tarea de evaluación de la comprensión de una persuasión, el test PPVT-III para obtener el nivel de desarrollo lingüístico infantil, y un conjunto de tareas de evaluación de distintas habilidades mentalistas. Los resultados indican que el nivel de desarrollo lingüístico infantil se relaciona con la inferencia de la intención del persuasor, así como con las referencias explícitas al estado de creencia y emoción que desarrolla la persona persuadida. Por otra parte, los resultados también han puesto en evidencia que las habilidades de inferencia mentalista más sofisticadas están relacionadas con la atribución de la intención al persuasor y con la referencia explícita al estado emocional de la persona persuadida

Introducción: en este estudio se realizó un análisis comparativo, de acuerdo con el estrato socioeconómico, de tres habilidades de cognición social (teoría de la mente, empatía y reconocimiento de emociones) en un grupo de adolescentes de Medellín. Metodología: se realizó una investigación cuantitativa comparativa transversal con una muestra de 130 adolescentes de ambos sexos a quienes se les administraron las pruebas Sistema Internacional de Imágenes Afectivas, el Test de la Mirada y el Índice de Reactividad Interpersonal. Resultados: los resultados de los análisis comprobaron la hipótesis, en algunas de las variables, de que los niveles socioeconómicos más bajos tienen niveles más bajos de habilidades de cognición social, especialmente en la teoría de la mente y la empatía, pero no en la evaluación emocional de las expresiones faciales. Discusión: la adolescencia es un periodo crítico del neurodesarrollo. Neurobiológicamente, durante este periodo ocurren cambios significativos en el denominado cerebro social. Conclusión: no todas las habilidades socio-cognitivas tienen la misma sensibilidad a los efectos ambientales durante su desarrollo.

Theory of mind (ToM) is the ability to attribute mental states such as thoughts, desires and intentions to oneself and others. ToM is important for social interactions because having an accurate representation of the mental states of others can guide social approaches. One strategy for promoting social thinking might be to engage others in chess. It seems likely that the ability to understand one's own and others' mental states could be important in understanding opponents' views. The present study examined relations between two types of theory of mind (constructivist theory of mind and embedded false belief understanding), empathic concern and perspective-taking skills with chess-playing. Participants included 233 adults, ages 18 to 70 years (M = 26.27, SD = 11.73). Results of regression analyses indicated that frequency of chess-playing predicted performance on ToM measures, even with age, income, empathic concern and perspective-taking entered as simultaneous predictors. Study implications and applications are discussed. [ABSTRACT FROM AUTHOR]

Para establecer las razones por las que un hablante elige un enunciado irónico por encima de uno literal es necesario evaluar la mente del hablante y su intención al emplear la ironía verbal en un contexto comunicativo específico. Con base en lo anterior, el objetivo de este estudio es analizar la manera en que adolescentes de 12 y 15 años reflexionan sobre las funciones de la ironía verbal en dos tipos de enunciados irónicos: agradecimiento y ofrecimiento. Treinta y dos adolescentes se enfrentaron a diferentes situaciones comunicativas que finalizaban con un enunciado irónico, y mediante un guion de preguntas se indagó sobre las funciones que los participantes atribuían a cada enunciado irónico y sobre el tipo de conocimientos en los que basaban sus reflexiones. Los resultados muestran diferencias debidas a la edad en la cantidad y calidad de las reflexiones presentadas por los participantes.

The objective of the study is to describe the relationship between parental parenting practices and social cognition in schooled adolescents with antisocial behavioral traits in the department of Quindío. A significant relationship has been found between environmental conditions and the structuring of social cognition; thus, among the environmental conditions, one of the most relevant has been family environments and parental practices. The present study will seek to explain the impact of parental practices on social cognition, evidenced in adolescents at risk of antisocial behavior, through a quantitative approach exercise, ex post of comparative scope. The results will help to understand how to prevent antisocial behavior in adolescents. [ABSTRACT FROM AUTHOR]

The aim of the present research is to characterize the development of social cognition in a theory of mind task in adolescents with early onset of specific language disorder, and to indicate the difference in theory of mind reports according to the specific language disorder in adolescents. The method of the study is quantitative, analytical-descriptive, relational/comparative in scope. The results will allow expanding the framework of knowledge about the relationship between language and theory of mind and whether people who have been diagnosed with language disorders or report any delay, have satisfied social skills through extra-linguistic elements. [ABSTRACT FROM AUTHOR]

Copyright of Teoría y Praxis is the property of Editorial Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Psiquiatria is the property of Asociacion Colombiana de Psiquiatria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)