Executive function ratings in educational settings: concurrent relations with cognitive and affective theory of mind

References

• Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or asperger syndrome. Journal of Child Psychology and Psychiatry, 38(7), 813–822. doi:10.1111/j.1469-7610.1997.tb01599.x
   PubMed Web of Science ®Google Scholar
• Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37–46. doi:10.1016/0010-0277(85)90022-8
   PubMed Web of Science ®Google Scholar
• Bigelow, F. J., Clark, G. M., Lum, J. A., & Enticott, P. G. (2021). The mediating effect of language on the development of cognitive and affective theory of mind. Journal of Experimental Child Psychology, 209, 105158. doi:10.1016/j.jecp.2021.105158
   PubMed Web of Science ®Google Scholar
• Bodden, M. E., Kübler, D., Knake, S., Menzler, K., Heverhagen, J. T., Sommer, J., … Dodel, R. (2013). Comparing the neural correlates of affective and cognitive theory of mind using fMRI: Involvement of the basal ganglia in affective theory of mind. Advances in Cognitive Psychology, 9(1), 32–43. doi:10.5709/acp-0129-6
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development, 16(1), 186–197. doi:10.1080/15248372.2013.824883
   Web of Science ®Google Scholar
• Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105–1122. doi:10.1037/0012-1649.40.6.1105
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72(4), 1032–1053. doi:10.1111/1467-8624.00333
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11(2), 73–92. doi:10.1002/icd.298
   Web of Science ®Google Scholar
• Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299–319. doi:10.1016/j.jecp.2004.01.002
   PubMed Web of Science ®Google Scholar
• Cassetta, B. D., Pexman, P. M., & Goghari, V. M. (2018). Cognitive and affective theory of mind and relations with executive functioning in middle childhood. Merrill-Palmer Quarterly, 64(4), 514–538. doi:10.13110/merrpalmquar1982.64.4.0514
   Web of Science ®Google Scholar
• Cianchetti, C., & Sannio Fancello, G. (1997). Test TVL. Test di valutazione del linguaggio [Test TVL: Test of language evaluation]. Trento, Italy: Erickson.
   Google Scholar
• Daunhauer, L. A., Fidler, D. J., Hahn, L., Will, E., Lee, N. R., & Hepburn, S. (2014). Profiles of everyday executive functioning in young children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 119(4), 303–318. doi:10.1352/1944-7558-119.4.303
   PubMedGoogle Scholar
• Davis, H. L., & Pratt, C. (1995). The development of children’s theory of mind: The working memory explanation. Australian Journal of Psychology, 47(1), 25–31. doi:10.1080/00049539508258765
   Web of Science ®Google Scholar
• Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794. doi:10.1111/cdev.12237
   PubMed Web of Science ®Google Scholar
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. doi:10.1126/science.1204529
   PubMed Web of Science ®Google Scholar
• Ferrier, D. E., Bassett, H. H., & Denham, S. A. (2014). Relations between executive function and emotionality in preschoolers: Exploring a transitive cognitive-emotion linkage. Frontiers in Psychology, 5, 487. doi:10.3389/fpsyg.2014.00487
   PubMed Web of Science ®Google Scholar
• Fisher, N., & Happé, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757–771. doi:10.1007/s10803-005-0022-9
   PubMed Web of Science ®Google Scholar
• Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, 50(3), 274–290. doi:10.1353/mpq.2004.0018
   Web of Science ®Google Scholar
• Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10(4), 483–527.
   Web of Science ®Google Scholar
• Garon, N. M., Piccinin, C., & Smith, I. M. (2016). Does the BRIEF-P predict specific executive function components in preschoolers? Applied Neuropsychology: Child, 5(2), 110–118. doi:10.1080/21622965.2014.1002923
   PubMed Web of Science ®Google Scholar
• Gioia, G. A., Espy, K. A., & Isquith, P. K. (2003). Behavior Rating Inventory of Executive Function - Preschool version. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Gioia, G. A., Isquith, P. K., & Kenealy, L. E. (2008). Assessment of behavioral aspects of executive function. In V. Anderson, R. Jacobs, & P. J. Anderson (Eds.), Executive functions and the frontal lobes: A lifespan perspective (pp. 179–202). Taylor & Francis.
   Google Scholar
• Gooch, D., Thompson, P., Nash, H. M., Snowling, M. J., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry, 57(2), 180–187. doi:10.1111/jcpp.12458
   PubMed Web of Science ®Google Scholar
• Gordon, A. C. L., & Olson, D. R. (1998). The relation between acquisition of a theory of mind and the capacity to hold in mind. Journal of Experimental Child Psychology, 68(1), 70–83. doi:10.1006/jecp.1997.2423
   PubMed Web of Science ®Google Scholar
• Hertz, S., Bernier, A., Cimon-Paquet, C., & Regueiro, S. (2019). Parent–child relationships and child executive functioning at school entry: The importance of fathers. Early Child Development and Care, 189(5), 718–732. doi:10.1080/03004430.2017.1342078
   Web of Science ®Google Scholar
• Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of Hot and cool executive function in young children: Age-related changes and Individual differences. Developmental Neuropsychology, 28(2), 617–644. doi:10.1207/s15326942dn2802_4
   PubMed Web of Science ®Google Scholar
• Hooper, S. R., Costa, L. J. C., Green, M. B., Catlett, S. R., Barker, A., Fernandez, E., & Faldowski, R. A. (2020). The relationship of teacher ratings of executive functions to emergent literacy in head start. Reading and Writing, 33(4), 963–989. doi:10.1007/s11145-019-09992-1
   Web of Science ®Google Scholar
• Hughes, C. (1998a). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233–253.
   Web of Science ®Google Scholar
• Hughes, C. (1998b). Finding your marbles: Does preschoolers’ strategic behavior predict later understanding of mind? Developmental Psychology, 34(6), 1326. doi:10.1111/j.2044-835X.1998.tb00921.x
   PubMed Web of Science ®Google Scholar
• Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 1447–1459. doi:10.1037/0012-1649.43.6.1447
   PubMed Web of Science ®Google Scholar
• Hughes, C., & Russell, J. (1993). Autistic children’s difficulty with mental disengagement from an object: Its implications for theories of autism. Developmental Psychology, 29(3), 498–510. doi:10.1037/0012-1649.29.3.498
   Web of Science ®Google Scholar
• Kalbe, E., Schlegel, M., Sack, A. T., Nowak, D. A., Dafotakis, M., Bangard, C., … Kessler, J. (2010). Dissociating cognitive from affective theory of mind: A TMS study. Cortex, 46(6), 769–780. doi:10.1016/j.cortex.2009.07.010
   PubMed Web of Science ®Google Scholar
• Kouklari, E.-C., Tsermentseli, S., & Monks, C. P. (2019). Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind. Development and Psychopathology, 31(2), 541–556. doi:10.1017/S0954579418000081
   PubMed Web of Science ®Google Scholar
• Lee, N. R., Anand, P., Will, E., Adeyemi, E. I., Clasen, L. S., Blumenthal, J. D., … Edgin, J. O. (2015). Everyday executive functions in Down syndrome from early childhood to young adulthood: Evidence for both unique and shared characteristics compared to youth with sex chromosome trisomy (XXX and XXY). Frontiers in Behavioral Neuroscience, 9, 264. doi:10.3389/fnbeh.2015.00264
   PubMed Web of Science ®Google Scholar
• Lee, N. R., Fidler, D. J., Blakeley-Smith, A., Daunhauer, L., Robinson, C., & Hepburn, S. L. (2011). Caregiver report of executive functioning in a population-based sample of young children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 116(4), 290–304. doi:10.1352/1944-7558-116.4.290
   PubMedGoogle Scholar
• Liebermann, D., Giesbrecht, G. F., & Müller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22(4), 511–529. doi:10.1016/j.cogdev.2007.08.005
   Web of Science ®Google Scholar
• Longobardi, E., Spataro, P., D’Alessandro, M., & Cerutti, R. (2017). Temperament dimensions in preschool children: Links with cognitive and affective theory of mind. Early Education and Development, 28(4), 377–395. doi:10.1080/10409289.2016.1238673
   Web of Science ®Google Scholar
• Lonigro, A., Laghi, F., Baiocco, R., & Baumgartner, E. (2014). Mind reading skills and empathy: Evidence for nice and nasty ToM behaviours in school-aged children. Journal of Child and Family Studies, 23(3), 581–590. doi:10.1007/s10826-013-9722-5
   Web of Science ®Google Scholar
• Marano, A., Innocenzi, M., & Devescovi, A. (2014). Italian adaptation by (2014) “Behavior rating inventory of executive function (BRIEF-P)”. Gerard, A., Gioia, PK, Isquith, SGG and Lauren, K., Hogrefe, F.(Eds), 89, 98.
   Google Scholar
• Marcovitch, S., O’Brien, M., Calkins, S. D., Leerkes, E. M., Weaver, J. M., & Levine, D. W. (2015). A longitudinal assessment of the relation between executive function and theory of mind at 3, 4, and 5 years. Cognitive Development, 33, 40–55. doi:10.1016/j.cogdev.2014.07.001
   PubMed Web of Science ®Google Scholar
• McGlamery, M. E., Ball, S. E., Henley, T. B., & Besozzi, M. (2007). Theory of mind, attention, and executive function in kindergarten boys. Emotional and Behavioural Difficulties, 12(1), 29–47.
   Google Scholar
• Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. doi:10.1111/j.1467-8624.2007.01018.x
   PubMed Web of Science ®Google Scholar
• Miranda, A., Colomer, C., Mercader, J., Fernández, M. I., & Presentación, M. J. (2015). Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: Associations with ADHD symptoms and reading achievement. Frontiers in Psychology, 6, 545. doi:10.3389/fpsyg.2015.00545
   PubMed Web of Science ®Google Scholar
• Mutter, B., Alcorn, M. B., & Welsh, M. (2006). Theory of mind and executive function: Working-memory capacity and inhibitory control as predictors of false-belief task performance. Perceptual and Motor Skills, 102(3), 819–835. doi:10.2466/PMS.102.3.819-835
   PubMed Web of Science ®Google Scholar
• Müller, U., Liebermann-Finestone, D. P., Carpendale, J. I. M., Hammond, S. I., & Bibok, M. B. (2012). Knowing minds, controlling actions: The developmental relations between theory of mind and executive function from 2 to 4 years of age. Journal of Experimental Child Psychology, 111(2), 331–348. doi:10.1016/j.jecp.2011.08.014
   PubMed Web of Science ®Google Scholar
• Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3(9), 337–344. doi:10.1016/S1364-6613(99)01362-5
   PubMed Web of Science ®Google Scholar
• Poland, S. E., Monks, C. P., & Tsermentseli, S. (2016). Cool and hot executive function as predictors of aggression in early childhood: Differentiating between the function and form of aggression. British Journal of Developmental Psychology, 34(2), 181–197. doi:10.1111/bjdp.12122
   PubMed Web of Science ®Google Scholar
• Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152. doi:10.1080/17405620344000022
   Web of Science ®Google Scholar
• Pons, F., Lawson, J., Harris, P. L., & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347–353. doi:10.1111/1467-9450.00354
   PubMed Web of Science ®Google Scholar
• Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8, 2311. doi:10.3389/fpsyg.2017.02311
   PubMed Web of Science ®Google Scholar
• Schroeder, V. M., & Kelley, M. L. (2010). Family environment and parent-child relationships as related to executive functioning in children. Early Child Development and Care, 180(10), 1285–1298. doi:10.1080/03004430902981512
   Google Scholar
• Sebastian, C. L., Fontaine, N. M. G., Bird, G., Blakemore, S.-J., De Brito, S. A., McCrory, E. J. P., & Viding, E. (2012). Neural processing associated with cognitive and affective theory of mind in adolescents and adults. Social Cognitive and Affective Neuroscience, 7(1), 53–63. DOI:10.1093/scan/nsr023
   PubMed Web of Science ®Google Scholar
• Shamay-Tsoory, S. G., Harari, H., Aharon-Peretz, J., & Levkovitz, Y. (2010). The role of the orbitofrontal cortex in affective theory of mind deficits in criminal offenders with psychopathic tendencies. Cortex, 46(5), 668–677. doi:10.1016/j.cortex.2009.04.008
   PubMed Web of Science ®Google Scholar
• Shamay-Tsoory, S. G., Shur, S., Barcai-Goodman, L., Medlovich, S., Harari, H., & Levkovitz, Y. (2007). Dissociation of cognitive from affective components of theory of mind in schizophrenia. Psychiatry Research, 149(1–3), 11–23. doi:10.1016/j.psychres.2005.10.018
   PubMed Web of Science ®Google Scholar
• Sherman, E. M. S., & Brooks, B. L. (2010). Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P): Test review and clinical guidelines for use. Child Neuropsychology, 16(5), 503–519. doi:10.1080/09297041003679344
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
   Google Scholar
• Tamm, L., & Peugh, J. (2019). Concordance of teacher-rated and performance-based measures of executive functioning in preschoolers. Child Neuropsychology, 25(3), 410–424. doi:10.1080/09297049.2018.1484085
   PubMed Web of Science ®Google Scholar
• Thorell, L. B., & Catale, C. (2014). The assessment of executive functioning using the childhood executive functioning Inventory (CHEXI). In Goldstein, S., & Naglieri, J. (Eds.), Handbook of executive functioning (pp. 359–366). New York, NY: Springer.
   Google Scholar
• Toplak, M. E., West, R. F., & Stanovich, K. E. (2013). Do performance-based measures and ratings of executive function assess the same construct? Journal of Child Psychology and Psychiatry, 54(2), 131–143. doi:10.1111/jcpp.12001
   PubMed Web of Science ®Google Scholar
• Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: Evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6, 525. doi:10.3389/fpsyg.2015.00525
   PubMed Web of Science ®Google Scholar
• Trentacosta, C. J., & Riggs, N. R. (2020). Executive function in context. Infant and Child Development, 29(1), e2174. doi:10.1002/icd.2174
   Web of Science ®Google Scholar
• Ursache, A., Blair, C., Stifter, C., Voegtline, K., & The Family Life Project Investigators. (2013). Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood. Developmental Psychology, 49, 127–137. doi:10.1037/a0027728
   PubMed Web of Science ®Google Scholar
• Wade, M., Prime, H., Jenkins, J. M., Yeates, K. O., Williams, T., & Lee, K. (2018). On the relation between theory of mind and executive functioning: A developmental cognitive neuroscience perspective. Psychonomic Bulletin & Review, 25(6), 2119–2140. doi:10.3758/s13423-018-1459-0
   PubMed Web of Science ®Google Scholar
• Weimer, A. A., Warnell, K. R., Ettekal, I., Cartwright, K. B., Guajardo, N. R., & Liew, J. (2021). Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. Developmental Review, 59, 100945. doi:10.1016/j.dr.2020.100945
   Web of Science ®Google Scholar
• Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655–684. doi:10.1111/1467-8624.00304
   PubMed Web of Science ®Google Scholar
• Wilson, J., Andrews, G., Hogan, C., Wang, S., & Shum, D. H. K. (2018). Executive function in middle childhood and the relationship with theory of mind. Developmental Neuropsychology, 43(3), 163–182. doi:10.1080/87565641.2018.1440296
   PubMed Web of Science ®Google Scholar
• Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. doi:10.1016/0010-0277(83)90004-5
   PubMed Web of Science ®Google Scholar
• Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood: I The development of executive function. Monographs of the Society for Research in Child Development, 68(3), 11–27. doi:10.1111/j.0037-976X.2003.00261.x
   Web of Science ®Google Scholar
• Zelazo, P. D., & Müller, U. (2011). Executive function in typical and atypical development. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (pp. 574–603). Wiley-Blackwell.
   Google Scholar