Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention-Reference-Cited by-同舟云学术

Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Published:2014-01-12 Issue: Volume:2014 Page:1-10
ISSN:2090-3987
Container-title:Child Development Research
language:en
Short-container-title:Child Development Research

Author:

Farrant Brad M.¹²,Fletcher Janet¹,Maybery Murray T.¹

Affiliation:

1. School of Psychology (M304), The University of Western Australia, 35 Stirling Highway, Crawley, WA 6009, Australia

2. Telethon Institute for Child Health Research, The University of Western Australia, P.O. Box 855, West Perth, WA 6872, Australia

Abstract

The present study analyzed the concurrent and longitudinal relations among cognitive flexibility, theory of mind, and hyperactivity/inattention in a sample of 70 typically developing children (M age = 61.4 months, SD = 8.3 months). Mothers and teachers reported on children’s hyperactivity/inattention using the strengths and difficulties questionnaire (Goodman, 1997), cognitive flexibility was measured using the dimension change card sort task (Zelazo, 2006), and theory of mind was assessed using a battery of tasks. Cognitive flexibility and theory of mind scores were found to be significantly negatively correlated with the level of hyperactivity/inattention at both time points. Furthermore, year 1 cognitive flexibility score was found to be a significant predictor of year 2 hyperactivity/inattention score after controlling for child age, gender, and year 1 hyperactivity/inattention score. Directions for future research include training studies which would further our understanding of these relationships and allow more effective interventions.

Publisher

Hindawi Limited

Subject

Behavioral Neuroscience,Linguistics and Language,Developmental and Educational Psychology,Education

Link

http://downloads.hindawi.com/archive/2014/741543.pdf

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