Cognitive contributions to theory of mind ability in children with a traumatic head injury

REFERENCES

• Baron, I. S. (2004). Neuropsychological evaluation of the child. New York, NY: Oxford University Press.
   Google Scholar
• Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger syndrome. Journal of Developmental and Learning Disorders, 5, 47–78.
   Google Scholar
• Belanger, H. G., Curtiss, G., Demery, J. A., Lebowitz, B. K., & Vanderploeg, R. D. (2005). Factors moderating neuropsychological outcomes following mild traumatic brain injury: A meta-analysis. Journal of the International Neuropsychological Society, 11(3), 215–227. doi:10.1017/S1355617705050277
   PubMed Web of Science ®Google Scholar
• Brent, E., Rios, P., Happé, F., & Charman, T. (2004). Performance of children with autism spectrum disorder on advanced theory of mind tasks. Autism, 8(3), 283–299. doi:10.1177/1362361304045217
   PubMed Web of Science ®Google Scholar
• Burg-Malki, M. (2009). Social cognition and social behavior among children with Williams syndrome and children with Velo-cardio-facial syndrome (Doctoral Dissertation) Bar- Ilan University, Ramat Gan. (in Hebrew).
   Google Scholar
• Cahan, S. (1998). Manual for WISC-R 95. Jerusalem: The Israeli Ministry of Education – The Psychological and Counseling Service and the Henrietta Szold Institute for Research in Behavioural Science. (in Hebrew).
   Google Scholar
• Carlson, S. M., Claxton, L. J., & Moses, L. J. (2013). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development. Advance online publication. doi:10.1080/15248372.2013.824883
   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
• Catroppa, C., & Anderson, V. (2006). Planning, problem-solving and organizational abilities in children following traumatic brain injury: Intervention techniques. Developmental Neurorehabilitation, 9(2), 89–97. doi:10.1080/13638490500155458
   Google Scholar
• Dennis, M., Simic, N., Gerry Taylor, H., Bigler, E. D., Rubin, K., Vannatta, K., & Yeates, K. O. (2012). Theory of mind in children with traumatic brain injury. Journal of the International Neuropsychological Society, 18(5), 908–916. doi:10.1017/S1355617712000756
   PubMed Web of Science ®Google Scholar
• Donders, J., & Warschausky, S. (1997). WISC-III factor index score patterns after traumatic head injury in children. Child Neuropsychology, 3(1), 71–78. doi:10.1080/09297049708401369
   Web of Science ®Google Scholar
• Fay, T. B., Yeates, K. O., Wade, S. L., Drotar, D., Stancin, T., & Taylor, H. G. (2009). Predicting longitudinal patterns of functional deficits in children with traumatic brain injury. Neuropsychology, 23(3), 271–282. doi:10.1037/a0014936
   PubMed Web of Science ®Google Scholar
• Frith, U. (1994). Autism and theory of mind in everyday life. Social Development, 3(2), 108–124. doi:10.1111/j.1467-9507.1994.tb00031.x
   Google Scholar
• Geller, R. (2006). Children’s representation of parenting: Developmental trends and relations with theory of mind abilities, parents’ representation and parental interactive style (Doctoral Dissertation). Bar-Ilan University, Ramat Gan. (in Hebrew).
   Google Scholar
• Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF- behavior rating inventory of executive function, professional manual. Lutz, FL: PAR Psychological Assesment Resource.
   Google Scholar
• Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557–560. doi:10.1038/nature06288
   PubMed Web of Science ®Google Scholar
• Henry, J. D., Phillips, L. H., Crawford, J. R., Ietswaart, M., & Summers, F. (2006). Theory of mind following traumatic brain injury: The role of emotion recognition and executive dysfunction. Neuropsychologia, 44(10), 1623–1628. doi:10.1016/j.neuropsychologia.2006.03.020
   PubMed Web of Science ®Google Scholar
• Heyman, G. D., & Gelman, S. A. (1998). Young children use motive information to make trait inferences. Developmental Psychology, 34(2), 310–321. doi:10.1037/0012-1649.34.2.310
   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., & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13(4), 590–619. doi:10.1111/j.1467-9507.2004.00285.x
   Web of Science ®Google Scholar
• Kaufman, A. S., & Lichtenberger, E. O. (1999). Essentials of WAIS III assessment. New York, NY: Wiley.
   Google Scholar
• Kavé, G. (2005). Phonemic fluency, semantic fluency, and difference scores: Normative data for adult Hebrew speakers. Journal of Clinical and Experimental Neuropsychology, 27(6), 690–699. doi:10.1080/13803390490918499
   PubMed Web of Science ®Google Scholar
• Langlois, J. A., Rutland-Brown, W., & Thomas, K. E. (2005). The incidence of traumatic brain injury among children in the United States: Differences by race. The Journal of Head Trauma Rehabilitation, 20(3), 229–238. doi:10.1097/00001199-200505000-00006
   PubMed Web of Science ®Google Scholar
• Levin, H. S., & Hanten, G. (2005). Executive functions after traumatic brain injury in children. Pediatric Neurology, 33(2), 79–93. doi:10.1016/j.pediatrneurol.2005.02.002
   PubMed Web of Science ®Google Scholar
• Levin, H. S., Wilde, E. A., Hanten, G., Li, X., Chu, Z. D., Vásquez, A. C., & Hunter, J. V. (2011). Mental state attributions and diffusion tensor imaging after traumatic brain injury in children. Developmental Neuropsychology, 36(3), 273–287. doi:10.1080/87565641.2010.549885
   PubMed Web of Science ®Google Scholar
• Liberman, Z., Kinzler, K. D., & Woodward, A. L. (2014). Friends or foes: Infants use shared evaluations to Infer others’ social relationships. Journal of Experimental Psychology: General, 143(3), 966–971. doi:10.1037/a0034481
   PubMed Web of Science ®Google Scholar
• Mangeot, S., Armstrong, K., Colvin, A. N., Yeates, K. O., & Taylor, H. G. (2002). Long-term executive function deficits in children with traumatic brain injuries: Assessment using the behavior rating inventory of executive function (BRIEF). Child Neuropsychology, 8(4), 271–284. doi:10.1076/chin.8.4.271.13503
   PubMed Web of Science ®Google Scholar
• McDonald, C. M., Jaffe, K. M., Fay, G. C., Polissar, N. L., Martin, K. M., Liao, S., & Rivara, J. B. (1994). Comparison of indices of traumatic brain injury severity as predictors of neurobehavioral outcome in children. Archives of Physical Medicine and Rehabilitation, 75(3), 328–337. doi:10.1016/0003-9993(94)90038-8
   PubMed Web of Science ®Google Scholar
• McDonald, S., & Flanagan, S. (2004). Social perception deficits after traumatic brain injury: Interaction between emotion recognition, mentalizing ability, and social communication. Neuropsychology, 18(3), 572–579. doi:10.1037/0894-4105.18.3.572
   PubMed Web of Science ®Google Scholar
• Milders, M., Ietswaart, M., Crawford, J. R., & Currie, D. (2006). Impairments in theory of mind shortly after traumatic brain injury and at 1-year follow-up. Neuropsychology, 20(4), 400–408. doi:10.1037/0894-4105.20.4.400
   PubMed Web of Science ®Google Scholar
• Montague, D. P., & Walker-Andrews, A. S. (2001). Peekaboo: A new look at infants’ perception of emotion expressions. Developmental Psychology, 37(6), 826. doi:10.1037/0012-1649.37.6.826
   PubMed Web of Science ®Google Scholar
• Muller, F., Simion, A., Reviriego, E., Galera, C., Mazaux, J.-M., Barat, M., & Joseph, P.-A. (2010). Exploring theory of mind after severe traumatic brain injury. Cortex, 46(9), 1088–1099. doi:10.1016/j.cortex.2009.08.014
   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
• Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130–159. doi:10.1037/a0026699
   PubMed Web of Science ®Google Scholar
• Pettersen, L. (1991). Sensitivity to emotional cues and social behavior in children and adolescents after head injury. Perceptual and Motor Skills (Formerly: Perceptual and Motor Skills Research Exchange), 73(3f), 1139–1150. doi:10.2466/pms.1991.73.3f.1139
   PubMed Web of Science ®Google Scholar
• Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral and Brain Science, 4, 515–526. doi:10.1017/S0140525X00076512
   Web of Science ®Google Scholar
• Prigatano, G. P., & Gray, J. A. (2007). Parental concerns and distress after paediatric traumatic brain injury: A qualitative study. Brain Injury, 21(7), 721–729. doi:10.1080/02699050701481605
   PubMed Web of Science ®Google Scholar
• Raven, J. C. (1956). Coloured progressive matrices. London: H. K. Lewis.
   Google Scholar
• Raven, J. C., Court, J. H., & Raven, J. (1978). Manual of Raven’s progressive matrices and vocabulary scales: General overview, Section I. London: H.K. Lewis.
   Google Scholar
• Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), 12–21. doi:10.1037/0012-1649.33.1.12
   PubMed Web of Science ®Google Scholar
• Rosema, S., Crowe, L., & Anderson, V. (2012). Social function in children and adolescents after traumatic brain injury: A systematic review 1989–2011. Journal of Neurotrauma, 29(7), 1277–1291. doi:10.1089/neu.2011.2144
   PubMed Web of Science ®Google Scholar
• Rosenthal, M., Griffith, E. R., Bond, M. R., & Miller, J. D. (Eds.). (1990). Rehabilitation of the adult and child with traumatic brain injury (2nd ed.). Philadelphia, PA: F. A. Davis Company.
   Google Scholar
• Sabbagh, M. A. (2004). Understanding orbitofrontal contributions to theory-of-mind reasoning: Implications for autism. Brain and Cognition, 55(1), 209–219. doi:10.1016/j.bandc.2003.04.002
   PubMed Web of Science ®Google Scholar
• Schmidt, A. T., Hanten, G. R., Li, X., Orsten, K. D., & Levin, H. S. (2010). Emotion recognition following pediatric traumatic brain injury: Longitudinal analysis of emotional prosody and facial emotion recognition. Neuropsychologia, 48(10), 2869–2877. doi:10.1016/j.neuropsychologia.2010.05.029
   PubMed Web of Science ®Google Scholar
• Serrano, J. M., Iglesias, J., & Loeches, A. (1992). Visual discrimination and recognition of facial expressions of anger, fear, and surprise in 4‐to 6‐month‐old infants. Developmental Psychobiology, 25(6), 411–425. doi:10.1002/dev.420250603
   PubMed Web of Science ®Google Scholar
• Snodgrass, C., & Knott, F. (2006). Theory of mind in children with traumatic brain injury. Brain Injury, 20(8), 825–833. doi:10.1080/02699050600832585
   PubMed Web of Science ®Google Scholar
• Tager-Flusberg, H. (2001). A re-examination of the theory of mind hypothesis of autism. In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 150–164). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Tlustos, S. J., Chiu, C.-Y. P., Walz, N. C., Taylor, H. G., Yeates, K. O., & Wade, S. L. (2011). Emotion labeling and socio-emotional outcomes 18 months after early childhood traumatic brain injury. Journal of the International Neuropsychological Society, 17(6), 1132–1142. doi:10.1017/S1355617711001202
   PubMed Web of Science ®Google Scholar
• Tonks, J., Williams, W. H., Frampton, I., Yates, P., & Slater, A. (2007). Reading emotions after child brain injury: A comparison between children with brain injury and non-injured controls. Brain Injury, 21(7), 731–739. doi:10.1080/02699050701426899
   PubMed Web of Science ®Google Scholar
• Tonks, J., Yates, P., Williams, W. H., Frampton, I., & Slater, A. (2010). Peer-relationship difficulties in children with brain injuries: Comparisons with children in mental health services and healthy controls. Neuropsychological Rehabilitation, 20(6), 922–935. doi:10.1080/09602011.2010.519209
   PubMed Web of Science ®Google Scholar
• Turkstra, L. S. (2008). Conversation-based assessment of social cognition in adults with traumatic brain injury. Brain Injury, 22(5), 397–409. doi:10.1080/02699050802027059
   PubMed Web of Science ®Google Scholar
• Turkstra, L. S., Dixon, T. M., & Baker, K. K. (2004). Theory of Mind and social beliefs in adolescents with traumatic brain injury. NeuroRehabilitation, 19(3), 245–256.
   PubMed Web of Science ®Google Scholar
• Turkstra, L. S., McDonald, S., & DePompei, R. (2001). Social information processing in adolescents: Data from normally developing adolescents and preliminary data from their peers with traumatic brain injury. The Journal of Head Trauma Rehabilitation, 16(5), 469–483. doi:10.1097/00001199-200110000-00006
   PubMed Web of Science ®Google Scholar
• Uekermann, J., Kraemer, M., Abdel-Hamid, M., Schimmelmann, B. G., Hebebrand, J., Daum, I., & Kis, B. (2010). Social cognition in attention-deficit hyperactivity disorder (ADHD). Neuroscience & Biobehavioral Reviews, 34(5), 734–743. doi:10.1016/j.neubiorev.2009.10.009
   PubMed Web of Science ®Google Scholar
• Walz, N. C., Yeates, K. O., Taylor, H. G., Terry, S., & Shari, L. W. (2010). Theory of mind skills 1 year after traumatic brain injury in 6- to 8-year-old children. Journal of Neuropsychology, 4(2), 181–195. doi:10.1348/174866410X488788
   PubMed Web of Science ®Google Scholar
• Warschausky, S., Argento, A. G., Hurvitz, E., & Berg, M. (2003). Neuropsychological status and social problem solving in children with congenital or acquired brain dysfunction. Rehabilitation Psychology, 48(4), 250–254. doi:10.1037/0090-5550.48.4.250
   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
• Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. doi:10.1111/j.1467-8624.2004.00691.x
   PubMed Web of Science ®Google Scholar
• Yeates, K. O., Swift, E., Taylor, H. G., Wade, S. L., Drotar, D., Stancin, T., & M, N. (2004). Short- and long- term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society, 10(3), 412–426. doi:10.1017/S1355617704103093
   PubMed Web of Science ®Google Scholar