Language, ambiguity, and executive functions in adolescents' theory of mind

Jessica E Brodsky; Zachary Bergson; Ming Chen; Elizabeth O Hayward; Jan L Plass; Bruce D Homer

doi:10.1111/cdev.13852

Language, ambiguity, and executive functions in adolescents' theory of mind

Child Dev. 2023 Jan;94(1):202-218. doi: 10.1111/cdev.13852. Epub 2022 Sep 9.

Authors

Jessica E Brodsky¹, Zachary Bergson¹, Ming Chen¹, Elizabeth O Hayward², Jan L Plass², Bruce D Homer¹

Affiliations

¹ The Graduate Center, CUNY, New York City, New York, USA.
² CREATE Lab, New York University, New York City, New York, USA.

PMID: 36082877
DOI: 10.1111/cdev.13852

Abstract

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.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Adolescent
Executive Function* / physiology
Female
Humans
Inhibition, Psychological
Language
Male
Social Cognition
Theory of Mind* / physiology