Theory of mind and executive functioning in children
Scientific mapping and research trends using citation network analysis
Abstract
Several studies have examined theory of mind (ToM) and executive functioning (EF) in children. However, findings regarding the development and relationship between ToM and EF in children are inconclusive when considering variations in typical and impaired neurodevelopment. The aim of this study was to analyze the scientific production and empirical evidence on the relationship between ToM and EF performance in children and its incidence in neurotypical development, attention deficit hyperactivity disorder and autism spectrum disorder. This was a bibliometric analysis based on graph theory. The document search was done in the Web of Science and bibliometrix, Sci2 Tool and Gephi were used for the different analyses. The findings indicate that children with ADHD present lower performance in inhibitory control tasks compared to typically developing children. Likewise, working memory and inhibitory control were reported to predict the performance of children with ADHD, ASD and TD in false belief tasks. However, children with ASD present a deficit in ToM task performance compared to the other groups. Finally, EF was found to correlate directly with ToM in typically developing children with different social characteristics (e.g. low socioeconomic status). These findings are relevant because they help to better understand the cognitive-social and neuropsychological mechanisms linked to child neurodevelopment.
References
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.https://doi.org/10.1016/j.joi.2017.08.007
Ames, C. S., & White, S. J. (2011). Brief Report: Are ADHD Traits Dissociable from the Autistic Profile? Links Between Cognition and Behaviour. Journal of Autism and Developmental Disorders, 41(3), 357–363. https://doi.org/10.1007/s10803-010-1049-0
Amodio, D. M., & Frith, C. D. (2006). Meeting of minds: the medial frontal cortex and social cognition. Nature Reviews Neuroscience, 7(4), 268–277. https://doi.org/10.1038/nrn1884
Austin, G., Bondü, R., & Elsner, B. (2020). Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00539
Barkley, R. A., Murphy, K., & Kwasnik, D. (1996). Psychological adjustment and adaptive impairments in young adults with ADHD. Journal of Attention Disorders, 1(1), 41–54. https://doi.org/10.1177/108705479600100104
Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An Open Source Software for Exploring and Manipulating Networks. International AAAI Conference on Weblogs and Social Media. https://gephi.org/publications/gephi-bastian-feb09.pdf
*Berenguer, C., Roselló, B., Baixauli, I., García, R., Colomer, C., & Miranda, A. (2017). ADHD symptoms and peer problems: Mediation of executive function and theory of mind. Psicothema, 29(4), 514–517. https://doi.org/10.7334/psicothema2016.376
*Berenguer, C., Roselló, B., Colomer, C., Baixauli, I., & Miranda, A. (2018). Children with autism and attention deficit hyperactivity disorder. Relationships between symptoms and executive function, theory of mind, and behavioral problems. Research in Developmental Disabilities, 83, 260–269. https://doi.org/10.1016/j.ridd.2018.10.001
Bertoux, M., O’Callaghan, C., Dubois, B., & Hornberger, M. (2016). In two minds: executive functioning versus theory of mind in behavioural variant frontotemporal dementia. Journal of Neurology, Neurosurgery & Psychiatry, 87(3), 231–234. https://doi.org/10.1136/jnnp-2015-311643
Blondel, V., Guillaume, J. P., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 10, 1000. http://dx.doi.org/10.1088/1742-5468/2008/10/P10008
Bora, E., & Pantelis, C. (2016). Meta-analysis of social cognition in attention-deficit/hyperactivity disorder (ADHD): comparison with healthy controls andautistic spectrum disorder. Psychological Medicine, 46(4), 699–716. https://doi.org/10.1017/S0033291715002573
*Brock, L. L., Kim, H., Gutshall, C. C., & Grissmer, D. W. (2018). The development of theory of mind: predictors and moderators of improvement in kindergarten. Early Child Development and Care, 1–11. https://doi.org/10.1080/03004430.2017.1423481
*Brunsdon, V. E. A., Colvert, E., Ames, C., Garnett, T., Gillan, N., Hallett, V., … Happé, F. (2015). Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample. Journal of Child Psychology and Psychiatry, 56, 893–902. https://doi.org/10.1111/jcpp.12362
Buitelaar, J. K., Van Der Wees, M., Swaab–Barneveld, H., & Van Der Gaag, R. J. (1999). Theory of mind and emotion-recognition functioning in autistic spectrum disorders and in psychiatric control and normal children. Development and Psychopathology, 11(1), 39–58. https://doi.org/10.1017/S0954579499001947
*Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72(4), 1032–1053. https://doi.org/10.1111/1467-8624.00333.
*Carlson, S., Moses, L., & 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, 73–92. https://doi.org/10.1002/icd.298 *Carlson, S. M., Mandell, D. J., & Williams, L. (2004a). Executive Function and Theory of Mind: Stability and Prediction From Ages 2 to 3. Developmental Psychology, 40(6), 1105–1122. https://doi.org/10.1037/0012-1649.40.6.1105 *Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004b). 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. https://doi.org/10.1016/j.jecp.2004.01.002 *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. https://doi.org/10.1080/15248372.2013.824883
*Caillies, S., Bertot, V., Motte, J., Raynaud, C., & Abely, M. (2014). Social cognition in ADHD: Irony understanding and recursive theory of mind. Research in Developmental Disabilities, 35(1), 3191–3198. https://doi.org/10.1016/j.ridd.2014.08.002
*Charman, T., Carroll, F., & Sturge, C. (2001). Theory of mind, executive function and social competence in boys with ADHD. Emotional and Behavioural Difficulties, 6(1), 31–49. https://doi.org/10.1080/13632750100507654
Correa, M. C., & Gómez, A. S. (2021). Evolución de la investigación sobre la cognición canina. Una revisión sistemática utilizando la teoría de grafos. Revista Argentinade Ciencias del Comportamiento, 13(3), 1–18. https://doi.org/10.32348/1852.4206.v13.n3.27516
Critchley, H. D., Wiens, S., Rotshtein, P., Öhman, A., & Dolan, R. J. (2004). Neural systems supporting interoceptive awareness. Nature Neuroscience, 7(2), 189–195. https://doi.org/10.1038/nn1176
di Tella, M., Ardito, R. B., Dutto, F., & Adenzato, M. (2020). On the (lack of) association between theory of mind and executive functions: a study in a non-clinical adult sample. Scientific Reports, 10(1), 17283. https://doi.org/10.1038/s41598-020-74476-0 Ding, Y., Yan, E., Frazho, A. y Caverlee, J. (2009). PageRank for ranking authors in co-citation networks. Journal of the American Society for Information Science, 60 (11), 2229-2243. https://doi.org/10.1002/asi.21171 *Doenyas, C., Yavuz, H. M., & Selcuk, B. (2018). Not just a sum of its parts: How tasks of the theory of mind scale relate to executive function across time. Journal of Experimental Child Psychology, 166, 485–501. https://doi.org/10.1016/j.jecp.2017.09.014 Duque, P. & Duque Oliva, E. J. (2022). Tendencias emergentes en la literatura sobre el compromiso del cliente: un análisis bibliométrico. Estudios Gerenciales, 38 (162), 120-132. https://doi.org/10.18046/j.estger.2022.162.4528
*Fahie, C. M., & Symons, D. K. (2003). Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Applied Developmental Psychology, 24, 51–73. https://doi.org/10.1016/S0193-3973(03)00024-8
Fernyhough, C. (2008). Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding. Developmental Review, 28(2), 225–262. https://doi.org/10.1016/j.dr.2007.03.001
Fujita, N., Devine, R. T., & Hughes, C. (2022). Theory of mind and executive function in early childhood: A cross-cultural investigation. Cognitive Development, 61, 101150. https://doi.org/10.1016/j.cogdev.2021.101150 *García-Molina, I., & Clemente-Estevan, R. A. (2019). Autism and Faux Pas. Influences of Presentation Modality and Working Memory. The Spanish Journal of Psychology, 22. https://doi.org/10.1017/sjp.2019.13
Glenwright, M., Scott, R. M., Bilevicius, E., Pronovost, M., & Hanlon-Dearman, A. (2021). Children With Autism Spectrum Disorder Can Attribute False Beliefs in a Spontaneous-Response Preferential-Looking Task. Frontiers in Communication, 6. https://doi.org/10.3389/fcomm.2021.669985
Gökçen, E., Frederickson, N., & Petrides, K.V. (2016). Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits. Journal of Autism and Developmental Disorders, 46(6), 2072–2087. https://doi.org/10.1007/s10803-016-2735-3
Gómez, A. S., & Correa, M. C. (2022). La asociación entre acoso y ciberacoso escolar y el efecto predictor de la desconexión moral: una revisión bibliométrica basada en la teoría de grafos. Educación XX1, 25(1), 273-308. https://doi.org/10.5944/educXX1.29995 Gómez Tabares, A. S. (2022). Two systems of mind reading? A critical analysis of the two-systems theory. Theoria. Revista de Teoria, Historia y Fundamentos de la Ciencia, 37(3), 331–355. https://doi.org/10.1387/theoria.23235 Grisales, A. M., Robledo, S., & Zuluaga, M. (2023). Topic modeling: Perspectives from a literature review. IEEE access: practical innovations, open solutions, 11, 4066–4078. https://doi.org/10.1109/access.2022.3232939
Hoyo, Á., Rueda, M. R., & Rodríguez-Bailón, R. (2019). Children’s Individual Differences in Executive Function and Theory of Mind in Relation to Prejudice Toward Social Minorities. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02293
*Hala, S., Hug, S., & Henderson, A. (2003). Executive Function and False-Belief Understanding in Preschool Children: Two Tasks Are Harder Than One. Journal of Cognition and Development, 4(3), 275–298. https://doi.org/10.1207/s15327647jcd0403_03 *Hughes, C. (1998). Finding your marbles: Does preschoolers’ strategic behavior predict later understanding of mind? Developmental Psychology, 34, 1326–1339. http://doi.org/10. 1037/0012-1649.34.6.1326 *Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 1447–1459. http://doi.org/10.1037/0012-1649.43.6.1447
Hurtado-Marín, V. A., Agudelo-Giraldo, J. D., Robledo, S., & Restrepo-Parra, E. (2021). Analysis of dynamic networks based on the Ising model for the case of study of co-authorship of scientific articles. Scientific Reports, 11(1). https://doi.org/10.1038/s41598-021-85041-8
Jaro, M. A. (1989). Advances in Record-Linkage Methodology as Applied to Matching the 1985 Census of Tampa, Florida. Journal of the American Statistical Association, 84(406), 414-420. https://doi.org/10.2307/2289924
Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 32(7), 605–617. https://doi.org/10.1016/j.cpr.2012.07.001
*Kouklari, E. C., Thompson, T., Monks, C. P., & Tsermentseli, S. (2017). Hot and cool executive function and its relation to theory of mind in children with and without autism spectrum disorder. Journal of Cognition and Development, 18, 399–418. https://doi.org/10.1080/15248372.2017.1339708
*Kouklari, E. C., Tsermentseli, S., & Monks, C. P. (2018a). Developmental trends of hot and cool executive function in schoolaged children with and without autismspectrum disorder: Links with theory of mind. Development and Psychopathology, 31, 541–556. https://doi.org/10.1017/S0954579418000081
Kouklari, E.-C., Tsermentseli, S., & Auyeung, B. (2018b). Executive function predicts theory of mind but not social verbal communication in school-aged children with autism spectrum disorder. Research in Developmental Disabilities, 76, 12–24. https://doi.org/10.1016/j.ridd.2018.02.015
Landínez, D., Montoya, D. A., & Gómez, A. S. (2021). Conectividad funcional y memoria de trabajo: una revisión sistemática. Tesis Psicológica, 16(1) 1-31. https://doi.org/10.37511/tesis.v16n1a4
Landínez, D. A., Arias, J. F., & Gómez, A. S. (2022). Executive Dysfunction in Adolescent with Obesity: A Systematic Review. Psykhe, 31(1). https://doi.org/10.7764/psykhe.2020.21727
Landínez-Martínez, D., Quintero-López, C., & Gil-Vera, V. D. (2022). Working Memory Training in children with attention deficit hyperactivity disorder: A systematic review. Revista de Psicología Clínica Con Niños y Adolescentes, 9(no 3), 1–11. https://doi.org/10.21134/rpcna.2022.09.3.7
Lang, B., & Perner, J. (2002). Understanding of intention and false belief and the development of self-control. British Journal of Developmental Psychology, 20(1), 67–76. https://doi.org/10.1348/026151002166325
Lavigne, R., González-Cuenca, A., Romero-González, M., & Sánchez, M. (2020). Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind. International Journal of Environmental Research and Public Health, 17(24), 9286. https://doi.org/10.3390/ijerph17249286
Liu, M., Wu, L., Wu, W., Li, G., Cai, T., & Liu, J. (2018). The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants. International Journal of Audiology, 57(12), 875–882. https://doi.org/10.1080/14992027.2018.1498982
*Lukito, S., Jones, C. R. G., Pickles, A., Baird, G., Happé, F., Charman, T., & Simonoff, E. (2017a). Specificity of executive function and theory of mind performance in relation to attention-deficit/hyperactivity symptoms in autism spectrum disorders. Molecular Autism, 8(1), 60. https://doi.org/10.1186/s13229-017-0177-1
Lukito, S., Jones, C. R. G., Pickles, A., Baird, G., Happé, F., Charman, T., & Simonoff, E. (2017b). Specificity of executive function and theory of mind performance in relation to attention-deficit/hyperactivity symptoms in autism spectrum disorders. Molecular Autism, 8(1), 60. https://doi.org/10.1186/s13229-017-0177-1
*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. https://doi.org/10.1016/j.cogdev.2014.07.001
Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & Delgado López-Cózar, E. (2018). Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories. Journal of Informetrics, 12(4), 1160–1177. https://doi.org/10.1016/j.joi.2018.09.002
*Mary, A., Slama, H., Mousty, P., Massat, I., Capiau, T., Drabs, V., & Peigneux, P. (2015). Executive and attentional contributions to theory of mind deficit in attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 22, 345–365. https://doi.org/10.1080/09297049.2015.1012491
*Mcalister, A. R., & Peterson, C. C. (2013). Siblings, Theory of Mind, and Executive Functioning in Children Aged 3-6 Years: New Longitudinal Evidence. Child Development, 84(4), 1442–1458. https://doi.org/10.1111/cdev.12043
*Miranda, A., Berenguer, C., Roselló, B., Baixauli, I., & Colomer, C. (2017). Social cognition in children with high-functioning autism spectrum disorder and attention-deficit/hyperactivity disorder. Associations with executive functions. Frontiers in Psychology, 8(1035). https://doi.org/10.3389/fpsyg.2017.01035
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science. https://doi.org/10.1177/0963721411429458
Müller, U., Jacques, S., Brocki, K., & Zelazo, P. D. (2009). The Executive Functions of Language in Preschool Children. In Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation (pp. 53–68). Cambridge University Press. https://doi.org/10.1017/CBO9780511581533.005
Özbaran, B., Kalyoncu, T., & Köse, S. (2018). Theory of mind and emotion regulation difficulties in children with ADHD. Psychiatry Research, 270, 117–122. https://doi.org/10.1016/j.psychres.2018.09.034 *Ozonoff, S., Pennington, B., & Rogers, S. (1991). Executive Function Deficits in High-Functioning Autistic Individuals: Relationship to Theory of Mind. Journal of Child Psychology and Psychiatry, 32(7), 1081–1105. https://doi.org/10.1111/j.1469-7610.1991.tb00351.x Page, L., Brin, S., Motwani, R., & Winograd, T. (1999). The Page Rank Citation Ranking: Bringing order to the web. http://ilpubs.stanford.edu:8090/422/1/1999-66.pdf
Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mulè, A., Benso, F., & Venuti, P. (2021). Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. Brain Sciences, 11(10), 1280. https://doi.org/10.3390/brainsci11101280
*Pesch, A., Semenov, A. D., & Carlson. S. M. (2020). The Path to Fully Representational Theory of Mind: Conceptual, Executive, and Pragmatic Challenges. Frontiers in Psychology. 11,581117. https://doi.org/10.3389/fpsyg.2020.581117 *Pellicano, E. (2007). Links between theory of mind and executive function in young children with autism: Clues to developmental primacy. Developmental Psychology, 43(4), 974–990. https://doi.org/10.1037/0012-1649.43.4.974
Pellicano, E. (2013). Testing the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study. Autism Research, 6(4), 258–267. https://doi.org/10.1002/aur.1286
Perner, J., & Aichhorn, M. (2008). Theory of mind, language and the temporoparietal junction mystery. Trends in Cognitive Sciences, 12(4), 123–126. https://doi.org/10.1016/j.tics.2008.02.001 *Poulin-Dubois, D., & Yott, J. (2014). Fonctions exécutives et théorie de l’esprit chez le jeune enfant : une relation réciproque ? Psychologie Française, 59(1), 59–69. https://doi.org/10.1016/j.psfr.2013.11.002 *Razza, R. A., & Blair, C. (2009). Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology, 30(3), 332–343. https://doi.org/10.1016/j.appdev.2008.12.020
Robledo, S., Grisales Aguirre, A. M., Hughes, M., & Eggers, F. (2023). “Hasta la vista, baby” – will machine learning terminate human literature reviews in entrepreneurship? Journal of Small Business Management, 61(3), 1314–1343. https://doi.org/10.1080/00472778.2021.1955125
Roca, M. (2016). The relationship between Executive Functions and Theory of Mind: a Long and Winding Road. Journal of Neurology, Neurosurgery & Psychiatry, 87(3), 229–229. https://doi.org/10.1136/jnnp-2015-312568
*Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The Development of Executive Functioning and Theory of Mind. A Comparison of Chinese and U.S. Preschoolers. Psychological Science, 17(1), 74–81. https://doi.org/10.1111/j.1467-9280.2005.01667.x
Sai, L., Shang, S., Tay, C., Liu, X., Sheng, T., Fu, G., Ding, X. P., & Lee, K. (2021). Theory of mind, executive function, and lying in children: a meta?analysis. Developmental Science, 24(5). https://doi.org/10.1111/desc.13096
San José Cáceres, A., Keren, N., Booth, R., & Happé, F. (2014). Assessing Theory of Mind Nonverbally in Those With Intellectual Disability and ASD: The Penny Hiding Game. Autism Research, 7(5), 608–616. https://doi.org/10.1002/aur.1405
Sci2 Team. (2009). Science of science (Sci2) tool. Indiana University and SciTech Strategies *Shahaeian, A., Henry, J. D., Razmjoee, M., Teymoori, A., & Wang, C. (2015). Towards a better understanding of the relationship between executive control andtheory of mind: an intra-cultural comparison of three diverse samples. Developmental Science, 18(5), 671–685. https://doi.org/10.1111/desc.12243
*Sivaratnam, C., Newman, L., & Rinehart, N. (2018). Emotion-recognition and theory of mind in high-functioning children with ASD: Relationships with attachment security and executive functioning. Research in Autism Spectrum Disorders, 53, 31–40. https://doi.org/10.1016/j.rasd.2018.05.005
Tager-Flusberg, H. (2007). Evaluating the Theory-of-Mind Hypothesis of Autism. Current Directions in Psychological Science, 16(6), 311–315. https://doi.org/10.1111/j.1467-8721.2007.00527.x
Tureck, K., Matson, J. L., Cervantes, P., & Turygin, N. (2015). Autism severity as a predictor of inattention and impulsivity in toddlers. Developmental Neurorehabilitation, 18(5), 285–289. https://doi.org/10.3109/17518423.2013.807884
Valencia, D. S., Robledo, S., Pinilla, R., Duque. N. D., & Olivar, G. (2020). SAP Algorithm for Citation Analysis: An improvement to Tree of Science. Ingeniería e Investigación, 40(1), 45-49. https://doi.org/10.15446/ing.investig.v40n1.77718
van Veluw, S. J., & Chance, S. A. (2014). Differentiating between self and others: an ALE meta-analysis of fMRI studies of self-recognition and theory of mind. Brain Imaging and Behavior, 8(1), 24–38. https://doi.org/10.1007/s11682-013-9266-8
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. https://doi.org/10.3758/s13423-018-1459-0
Wang, Z., Devine, R. T., Wong, K. K., & Hughes, C. (2016). Theory of mind and executive function during middle childhood across cultures. Journal of Experimental Child Psychology, 149, 6–22. https://doi.org/10.1016/j.jecp.2015.09.028
Whiten, A., & Suddendorf, T. (2001). Meta-representation and secondary representation. Trends in Cognitive Sciences, 5(9), 378. https://doi.org/10.1016/S1364-6613(00)01734-4
Williams, S., Moore, K., Crossman, A. M., & Talwar, V. (2016). The role of executive functions and theory of mind in children’s prosocial lie-telling. Journal of Experimental Child Psychology, 141, 256–266. https://doi.org/10.1016/j.jecp.2015.08.001
Wilson, J., Hogan, C., Wang, S., Andrews, G., & Shum, D. H. K. (2021). Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood. Developmental Neuropsychology, 46(7), 518–536. https://doi.org/10.1080/87565641.2021.1988086
*Yang, J., Zhou, S., Yao, S., Su, L., & Mcwhinnie, C. (2009). The relationship between theory of mind and executive function in a sample of children from mainlandChina. Child Psychiatry and Human Development, 40, 169–182. https://doi.org/10.1007/s10578-008-0119-4 *Yu, Y., Li, H., Tsai, C., Lin, C., Lai, S., & Chen, K. (2021). Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder. Autism Research. https://doi.org/10.1002/aur.2412
Zhao, C., Shang, S., Compton, A. M., Fu, G., & Sai, L. (2021). A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.766891
Nota: Las referencias precedidas por un asterisco (*) son los estudios utilizados para la revisión sistemática y la tabla 5 de síntesis de estudios.
Downloads
Published
Versions
- 2024-08-18 (3)
- 2024-08-18 (2)
- 2023-12-02 (1)
Issue
Section
License
The Editor and/or publisher submitting the current journal information, or article, hereby confirms: 1) the author’s participation in the work; 2) the author’s approval to be referred to as the author; and 3) the author’s acceptance to all the conditions included in the Copyright Assignment provision herein included. The author (hereinafter referred to as Assignor) hereby irrevocably transfers and assigns, at no cost, to the Revista Psicología del Caribe of the Psychology School at Universidad del Norte - ISSN: 2011-7485 - (hereinafter referred to as Assignee) all rights, titles and interests, including all copyrights in Colombia and throughout the World, related to the submitted article.
The Assignor acknowledges that he/she is the owner/creator and the article is original. The Assignor declares that the article had not, is not, or will not be submitted elsewhere for print or electronic publication. In such an event, the Editor of the Revista Psicología del Caribe should be notified, in writing, and his/her response is required prior to evaluating the submitted article. The Assignor swears there is no impediment that prevents this Copyright Assignment. The Assignor consents that he/she may be held accountable for any copyright violations, plagiarism, or any other claim that may surge.
In consideration of this provision, the Assignee is authorized to copy, reprint, distribute, publish, and commercialize the submitted article through electronic, digital, of paper means. However, the Assignee is obligated to comply with the moral rights of the author, as established in the Act 23 of 1982, art. 30.
All articles published in Psicología desde el Caribe and its contents are under Creative Commons license CC BY. Creative Commons Attribution 3.0
