Strange Stories Task Research Articles

Late Talkers' Language, Metaphor, Theory of Mind, and Reading Skills at 9 Years of Age.

Prior work has found that "late talkers" (LTs) as a group continue to demonstrate lower language and reading outcomes compared to their typically developing (TD) peers even into young adulthood. Others identified that children diagnosed with developmental language disorder (DLD) show difficulties later with theory of mind (ToM) tasks and metaphor comprehension, but there is a shortage of research specifically investigating these advanced skills in LTs. The current study therefore compared language-related skills of former LTs with their TD peers at school age. A longitudinal sample (N = 35) of monolingual German-speaking children was observed from age 1 until 9, comprising TD children (n = 27) and children identified as LTs at age 2 (n = 8), of which two met criteria for DLD between ages 3 and 6. Children's language (productive vocabulary, productive and receptive grammar), reading, metaphor comprehension, and ToM skills (ToM scale and Strange Stories) were investigated, and group comparisons were conducted. Former LTs performed worse than the TD children on measures of productive vocabulary, receptive grammar, metaphor comprehension, and the ToM Strange Stories task at the age of 9, but not on measures of productive grammar, reading, or the ToM scale. The findings indicate that LTs can catch up with their TD peers in some areas of language and ToM but that subtle differences remain across other complex areas. Further research is needed to pinpoint possible explanations for why certain skills are more strongly impacted and the potential developmental interactions between these competencies.

The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings

The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students’ ability to comprehend multiple documents, measured through an argumentative essay task, and their ToM. The participants were 84 undergraduates. We assessed their ToM (using the strange stories task) and their mental state talk (using a think-aloud protocol during the reading of multiple documents—MSTR—and through the content of their subsequent written essays—MSTW). The relation between students’ ToM and their MSTW was mediated through MSTR. In addition, students’ ToM was significantly associated with the quality of the essays, through MSTR, and the relation between MSTR and the argumentative quality was mediated through MSTW. MSTW was the only significant predictor of the quality of the essays. The involvement of ToM in multiple-document comprehension suggests, from an educational perspective, the possibility to support multiple-document comprehension by scaffolding mental state talk.

A cultural training for the improvement of cognitive and affective Theory of Mind in people with Multiple Sclerosis: a pilot randomized controlled study.

Theory of Mind (ToM), the ability to understand and attribute mental states to ourselves and others, could be impaired in Multiple Sclerosis (MS), a neurodegenerative disease affecting young adults. Considering that ToM is strictly connected to Quality of Life (QoL) in MS and that could enhance the social support network -which is particularly important for this population-, we aimed to design and implement a novel ToM rehabilitation training. To make the training as much ecological as possible, we have devised a protocol enhancing ToM through stimuli depicting real-world conditions (video-clips taken from cinema movies, literary fictions, and audio voices). We test training's effect on both cognitive and affective components of ToM in a sample of 13 subjects, randomly assigned to the ToM training Group and to the Control Group. The following ToM tasks were administered: the Reading the Mind in the Eyes (RMET), the Strange Stories task, the Faux Pas Task and the False Belief First- and Second - Order Task (FB II and III order). We also administered a psycho-behavioral assessment through the Toronto Alexithymia Scale (TAS-20). Results show that our novel ToM training is useful in enhancing ToM abilities measured by the following tasks: the RMET (affective task, p = 0.015) and the FB II-order task (FB, cognitive task, p = 0.032). Our ToM training had also a significant effect on the total score of the TAS-20 Scale (p = 0.018) and on its "Difficulty Describing Feelings subscale" (p = 0.018), indicating a reduction of the alexithymia traits. Future works with larger samples could investigate the ToM training effectiveness in a more representative MS populations.

Social cognition in chronic migraine with medication overuse: a cross-sectional study on different aspects of mentalization and social relationships

BackgroundSocial cognition refers to all mental operations to decipher information needed in social interactions. Here we aimed to outline the socio-cognitive profile of Chronic Migraine with Medication Overuse (CM + MO), given they are recognized to be at risk of socio-cognitive difficulties. Given the multidimensionality of this construct, we considered: (1) socio-cognitive abilities, (2) socio-cognitive beliefs, (3) alexithymia and autism traits, and (4) social relationships.MethodsSeventy-one patients suffering from CM + MO, 61 from episodic migraine (EM), and 80 healthy controls (HC) were assessed with a comprehensive battery: (1) the Faux Pas test (FP), the Strange Stories task (SS), the Reading Mind in the Eyes test (RMET), (2) the Tromsø Social Intelligence Scale, (3) the Toronto Alexithymia Scale, the Autism Spectrum Quotient, (4) the Lubben Social Network Scale, the Friendship Scale.ResultsCM + MO: (1) performed similar to EM but worse than HC in the FP and SS, while they were worse than EM and HC in the RMET; (2) were similar to EM and HC in social intelligence; (3) had more alexithymic/autistic traits than EM and HC; (4) reported higher levels of contact with their family members but felt little support from the people around them than HC.ConclusionsCM + MO results characterized by a profile of compromised socio-cognitive abilities that affects different dimensions. These findings may have a relevant role in multiple fields related to chronic headache: from the assessment to the management.

Machine learning and deep learning systems for automated measurement of "advanced" theory of mind: Reliability and validity in children and adolescents.

Understanding individual differences in theory of mind (ToM; the ability to attribute mental states to others) in middle childhood and adolescence hinges on the availability of robust and scalable measures. Open-ended response tasks yield valid indicators of ToM but are labor intensive and difficult to compare across studies. We examined the reliability and validity of new machine learning and deep learning neural network automated scoring systems for measuring ToM in children and adolescents. Two large samples of British children and adolescents aged between 7 and 13 years (Sample 1: N = 1,135, Mage = 10.22 years, SD = 1.45; Sample 2: N = 1,020, Mage = 10.36 years, SD = 1.27) completed the silent film and strange stories tasks. Teachers rated Sample 2 children's social competence with peers. A single latent-factor explained variation in performance on both the silent film and strange stories task (in Sample 1 and 2) and test performance was sensitive to age-related differences and individual differences within each age-group. A deep learning neural network automated scoring system trained on Sample 1 exhibited interrater reliability and measurement invariance with manual ratings in Sample 2. Validity of ratings from the automated scoring system was supported by unique positive associations between ToM and teacher-rated social competence. The results demonstrate that reliable and valid measures of ToM can be obtained using the new freely available deep learning neural network automated scoring system to rate open-ended text responses. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A further study of the psychometric qualities of the Strange Stories-Revised across the three stages of aging

Introduction Happé’s Strange Stories task was developed in 1994 to assess theory of mind, the ability to infer mental states in oneself and others. Since then, it has undergone revisions, translations, and adaptations. A modified version of the task, the Strange Stories-Revised (SS-R), previously showed satisfactory qualities in a study aiming at identifying psychometrically acceptable social cognitive measures. Objective The current study expands upon the psychometric evaluation study by examining the qualities of a short version of the SS-R in a sample of healthy adult subjects. Methods One hundred and eighteen healthy adults completed the task along with neurocognitive measures. Mean scores of the long and short versions were compared. Associations between ToM as measured by performance on this abbreviated version of the SS-R, and potential confounders were explored. Internal consistency, dimensionality of the short version, and performance comparisons across three stages of aging (18–34; 35–59; 60–85 years old) were investigated, and standard measurement error was calculated to improve precision and data interpretation. Results Reliability coefficients were comparable in the short and long versions. Principal component analysis showed that a one-factor structure best fits the data. Significant differences were observed in ToM performance across the three age groups, indicating a decline with time that was also captured by the long version, starting during midlife and increasing in significance with age. Conclusion The short version of the SS-R is a promising measure that can be profitably used in time-limited settings to assess theory of mind.

Psychometric assessment of social cognitive tasks

Although there has been a marked increase in interest in social cognition (SC) in recent years, psychometric data relating to many tasks used to measure its components remain limited in healthy populations with only five articles published to date. It is accordingly premature to speak of a consensus concerning the specific components, or best tests of the components, and possible cultural differences. The present study sought to partially fill that gap, examining the psychometric properties of a battery of SC tasks in a sample of 100 healthy adults aged 18–85 years old. Initially, nine tasks assessing four SC components were selected: emotion recognition, theory of mind, attributional bias, and social judgment. Construct validity and criterion-related validity were assessed using factor and correlational analyses. Performance across age and sex groups was also investigated. Reliability was assessed through internal consistency, interrater and intercoder agreement. Results indicated satisfactory properties for the Ambiguous Intentions Hostility Questionnaire-blame score, the Social Judgment Task, the Facial Emotions Recognition Test, and a modified version of the Strange Stories Task. Statistically significant differences were found between the groups with regard to age and sex after accounting for demographic and cognitive factors. However, the correlations of these measures with relationship quality were mostly very low, raising questions about their concomitant validity. Other tasks showed sub-optimal properties, suggesting that some frequently used tests require further validation or modifications to ensure the quality of research findings. Based on the results, recommended measures for future studies and limitations are discussed.

Theory of mind in Parkinson's disease: evidences in drug-naïve patients and longitudinal effects of dopaminergic therapy.

Theory of mind (ToM) is the ability to attribute mental states to one self and others and to understand that others have beliefs different from one's own. Different subcomponents of ToM have also been identified: cognitive and affective. Cognitive ToM refers to the capacity to infer others' beliefs and intentions, while affective ToM implies the ability to appreciate others' emotional states. The aim of this study was to explore ToM in drug-naïve Parkinson's disease (PD) patients and to investigate the effects of chronic dopaminergic therapy on different subcomponents of ToM during a 3months and 1year of follow-up. We examined 16 PD patients in three conditions: before (un-medicated) and after dopaminergic therapy (medicated 3months: T1 and medicated 1year: T2). We also compared our PD's ToM abilities with 11 healthy individuals. ToM was explored with 5 different tasks: Faux Pas Test, Picture Sequencing Task Capture Story, Emotion Attribution Task, Strange Stories Task, and Karolinska Directed Emotional Faces. Our study confirms that PD patients present deficits in cognitive components of ToM and preserved performances in the affective ones in early stages of disease. We also find a significant effect of dopaminergic therapy on ToM already after 3months with a good persistency after 1year of treatment.

Theory of Mind Development in School-Aged Left-Behind Children in Rural China.

The current study aimed to investigate differences in theory of mind between left-behind children and non-left-behind children in rural China and to examine the potential protective role of general reasoning ability in left-behind children’s theory of mind. Participants included 213 children aged 7.10–13.67 years (111 boys and 102 girls, M = 10.51 years, SD = 1.33), 101 of whom were left behind in rural areas by one or both migrating parents for at least 6 months. The Strange Stories task, a second-order false belief task, and a faux pas task were used to measure children’s theory of mind, and Sessions B and C in Raven’s Standard Progressive Matrices were used to test children’s general reasoning ability. The results showed that left-behind children scored lower on both the faux pas task and Strange Stories task. Additionally, on second-order false belief understanding, left-behind boys performed worse than non-left-behind boys, while left-behind girls scored higher than non-left behind girls. Moreover, children’s general reasoning ability moderated the relationship between parental migrant status and children’s faux pas understanding: For children with high levels of general reasoning ability, left-behind children performed similarly to non-left-behind children, while for children with low levels of general reasoning ability, left-behind children scored lower than non-left-behind children, indicating that general reasoning ability buffered the negative effect of being left behind on children’s theory of mind development. The implications of these findings for training directed at left-behind children are discussed.

A new test of advanced theory of mind: The "Strange Stories Film Task" captures social processing differences in adults with autism spectrum disorders.

Real-life social processing abilities of adults with autism spectrum disorders (ASD) can be hard to capture in lab-based experimental tasks. A novel measure of social cognition, the "Strange Stories Film task' (SSFt), was designed to overcome limitations of available measures in the field. Brief films were made based on the scenarios from the Strange Stories task (Happé) and designed to capture the subtle social-cognitive difficulties observed in ASD adults. Twenty neurotypical adults were recruited to pilot the new measure. A final test set was produced and administered to a group of 20 adults with ASD and 20 matched controls, alongside established social cognition tasks and questionnaire measures of empathy, alexithymia and ASD traits. The SSFt was more effective than existing measures at differentiating the ASD group from the control group. In the ASD group, the SSFt was associated with the Strange Stories task. The SSFt is a potentially useful tool to identify social cognitive dis/abilities in ASD, with preliminary evidence of adequate convergent validity. Future research directions are discussed. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1120-1132. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Social cognition in Juvenile Myoclonic Epilepsy

ObjectiveJuvenile Myoclonic Epilepsy (JME) is a common genetic generalized epilepsy syndrome. Several studies have detailed cognitive and imaging abnormalities pointing to frontal lobe dysfunction, as well as disadvantageous behavioral traits and poor social outcome, challenging the commonly held view of JME being a benign disorder. Social cognition is the ability to elaborate mental representations of social interactions and to use them correctly in social contexts, and includes Theory of Mind (ToM), which pertains to the attribution of cognitive and affective mental states to self and others and seems to rely on complex fronto-temporal interactions. ToM has been recently assessed in focal epilepsy syndromes, but little is available for generalized epilepsies.We performed a cross-sectional study to assess social cognition, with an emphasis on ToM, as well as standard cognitive functions in patients with JME. MethodWe recruited twenty JME patients and twenty matched controls. Tests used to assess social cognition and ToM included the Emotion Attribution Task, Strange Stories Task (SST), Faux Pas Task (FPT), Reading the Mind in the Eyes Task and Social Situation Task. Subjects were also assessed via an extensive neuropsychological battery. ResultsPatients exhibited worse performance in the SST and in several scores of the FPT. They also showed widespread cognitive impairment, involving executive functions, psychomotor speed, verbal and visuo-spatial memory. ConclusionsIn addition to cognitive impairment for fronto-temporal tasks, some features of social cognition are also altered in JME. The latter deficit may underlie the poor social outcome previously described for these patients, and might also relate to imaging findings of frontal lobe dysfunction.

Psychometric Properties of the Theory of Mind Assessment Scale in a Sample of Adolescents and Adults.

This research aimed at the evaluation of the psychometric properties of the Theory of Mind Assessment Scale (Th.o.m.a.s.). Th.o.m.a.s. is a semi-structured interview meant to evaluate a person's Theory of Mind (ToM). It is composed of several questions organized in four scales, each focusing on one of the areas of knowledge in which such faculty may manifest itself: Scale A (I-Me) investigates first-order first-person ToM; Scale B (Other-Self) investigates third-person ToM from an allocentric perspective; Scale C (I-Other) again investigates third-person ToM, but from an egocentric perspective; and Scale D (Other-Me) investigates second-order ToM. The psychometric proprieties of Th.o.m.a.s. were evaluated in a sample of 156 healthy persons: 80 preadolescent and adolescent (aged 11–17 years, 42 females) and 76 adults (aged from 20 to 67 years, 35 females). Th.o.m.a.s. scores show good inter-rater agreement and internal consistency; the scores increase with age. Evidence of criterion validity was found as Scale B scores were correlated with those of an independent instrument for the evaluation of ToM, the Strange Stories task. Confirmatory factor analysis (CFA) showed good fit of the four-factors theoretical model to the data, although the four factors were highly correlated. For each of the four scales, Rasch analyses showed that, with few exceptions, items fitted the Partial credit model and their functioning was invariant for gender and age. The results of this study, along with those of previous researches with clinical samples, show that Th.o.m.a.s. is a promising instrument to assess ToM in different populations.

Measuring theory of mind across middle childhood: Reliability and validity of the Silent Films and Strange Stories tasks

Recent years have seen a growth of research on the development of children’s ability to reason about others’ mental states (or “theory of mind”) beyond the narrow confines of the preschool period. The overall aim of this study was to investigate the psychometric properties of a task battery composed of items from Happé’s Strange Stories task and Devine and Hughes’ Silent Film task. A sample of 460 ethnically and socially diverse children (211 boys) between 7 and 13years of age completed the task battery at two time points separated by 1month. The Strange Stories and Silent Film tasks were strongly correlated even when verbal ability and narrative comprehension were taken into account, and all items loaded onto a single theory-of-mind latent factor. The theory-of-mind latent factor provided reliable estimates of performance across a wide range of theory-of-mind ability and showed no evidence of differential item functioning across gender, ethnicity, or socioeconomic status. The theory-of-mind latent factor also exhibited strong 1-month test–retest reliability, and this stability did not vary as a function of child characteristics. Taken together, these findings provide evidence for the validity and reliability of the Strange Stories and Silent Film task battery as a measure of individual differences in theory of mind suitable for use across middle childhood. We consider the methodological and conceptual implications of these findings for research on theory of mind beyond the preschool years.

A longitudinal investigation of the relationship between maternal mind-mindedness and theory of mind.

Data are presented from a longitudinal investigation examining the relationship between maternal mind-mindedness (MM) in infancy and socio-cognitive development in childhood. We revisited children (n=18) who had taken part in a longitudinal study as infants. MM had been assessed at 10, 12, 16, and 20months of age. We followed up these children at 5-6years of age to test their higher order theory of mind (ToM) (using the strange stories task). The convergent validity, temporal stability, and predictive validity of the construct of MM were examined in a longitudinal data set. The five measures of MM were not significantly correlated. Mother's production of appropriate mind-related comments (but no other measures) showed evidence of temporal stability throughout infancy. Thus, MM (as measured by appropriate mind-related comments) was confirmed as a stable construct. Children's ToM at 5-6years of age was significantly predicted by their mother's MM up to 4years earlier, with MM accounting for 40% of the variance of the strange stories task scores. These findings identify a relationship between MM across a protracted period of infancy and socio-cognitive development at 5-6years of age.

Performance of children with social communication disorder on the Happé Strange Stories: Physical and mental state responses and relationship to language ability

This study investigated whether a modified scoring method was useful for examining the ability of children with social communication disorder (CwSCD) to understand non-literal language and use mental state responses on the Happé Strange Stories (HSS) task. CwSCD and a control group of children with typical language development (CwTLD) completed 10 of the original HSS. CwSCD scored significantly lower on the HSS task than did CwTLD and were much less likely to produce mental state responses. There was a high level of inter-rater reliability (Weighted Kappa=0.907) across data from both groups. HSS performance and language ability correlated significantly for CwSCD. A regression model with age, nonverbal intelligence, receptive and expressive language as predictors explained 55.2% of the variance in HSS ability for CwSCD. The results suggest that the HSS have potential to be used as a clinical assessment to investigate high-level language and ability to infer intent in CwSCD.Learning outcomes: Readers will be able to describe a modified scoring method for the Happé Strange Stories task. Readers will be able to identify areas of impairment for children with social communication disorder. Readers will identify how these areas of impairment have an effect on ability to understand non-literal language and produce mental state responses on the Happé Strange Stories task.

Intracultural effects on adult theory-of-mind reasoning

Event Abstract Back to Event Intracultural effects on adult theory-of-mind reasoning Daniel Perez1*, Virginia Slaughter1 and Julie Henry1 1 The University of Queensland, School of Psychology, Australia Theory-of-Mind (ToM) reasoning, or mentalizing, refers broadly to the critical socio-cognitive skill that allows us to explain and predict human behaviour on the basis of inner mental states such as wanting and believing (Astington, 2003; Wellman, Cross & Watson, 2001). Some researchers have proposed a distinction between low-level ToM processes, which includes decoding facial expressions and simple perspective-taking, and high-level ToM processes, which includes complex reasoning about others' mental states and behaviour. These two aspects of ToM are hypothesized to be subserved by independent neural circuits (Sabbagh, 2004). Recent evidence suggests that cultural membership influences how people perform in low-level ToM tasks (Adams et al., 2010; Luk, Xiao & Cheung, 2012). However, there is no research to date investigating whether cultural membership influences high-level ToM. To address this gap in the literature, in the present study we adapted the Strange Stories task (White, Hill, Happé & Frith, 2009), a measure that presents both ToM stories and control (non-mentalistic) stories, to create two different, matched cultural scenarios (e.g. Australian and Cross-cultural conditions). We tested 28 adults (who were born and raised in Australia) in a between-subjects design. The results showed that participants' ToM reasoning was significantly more accurate when the target was Australian as opposed to Cross-cultural. There was no significant cultural difference for the control stories. A similar pattern was observed for reaction time: participants were significantly faster to engage in ToM reasoning when the target was Australian as opposed to Cross-cultural, but this difference was not observed for non-mentalistic control reasoning. These preliminary results suggest that high-level ToM reasoning is influenced differentially by cultural membership. Keywords: Theory of Mind, social cognition, Mentalizing, cultural differences, The Strange Stories Conference: XII International Conference on Cognitive Neuroscience (ICON-XII), Brisbane, Queensland, Australia, 27 Jul - 31 Jul, 2014. Presentation Type: Poster Topic: Cognition and Executive Processes Citation: Perez D, Slaughter V and Henry J (2015). Intracultural effects on adult theory-of-mind reasoning. Conference Abstract: XII International Conference on Cognitive Neuroscience (ICON-XII). doi: 10.3389/conf.fnhum.2015.217.00211 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 19 Feb 2015; Published Online: 24 Apr 2015. * Correspondence: Mr. Daniel Perez, The University of Queensland, School of Psychology, Brisbane, Australia, d.perezzapata@uq.edu.au Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Daniel Perez Virginia Slaughter Julie Henry Google Daniel Perez Virginia Slaughter Julie Henry Google Scholar Daniel Perez Virginia Slaughter Julie Henry PubMed Daniel Perez Virginia Slaughter Julie Henry Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Social cognition in children with epilepsy in mainstream education.

AimTo establish whether deficits in social cognition are present in children with generalized or focal epilepsy in mainstream education, and whether any relation exists between social cognition, communication, and behaviour measures.MethodIn a cross-sectional study, children with an epilepsy-only diagnoses in mainstream education (n=20 with generalized epilepsy; eight males, 12 females; mean age 11y 6mo, SD 2y 6mo; and n=27 with focal epilepsy; 12 males, 15 females; mean age 11y 8mo, SD 2y 2mo) and comparison participants (n=57; 28 males, 29 females; mean age 11y 2mo, SD 2y 4mo) were administered the Strange Stories task and the Mind in the Eyes task, as well as an IQ assessment. Parents completed the Children's Communication Checklist-2 and the Child Behavior Checklist (CBCL).ResultsBoth groups of children with epilepsy performed more poorly than control children on the Mental Stories component of the Strange Stories task, F(2,101)=3.2, p<0.001. Performance on Mental Stories was related to pragmatic communication, but only in the generalized epilepsy group (r=0.51, p=0.03, 95% CI=0.2–0.8). There were no differences between epilepsy groups or control participants in the Mind in the Eyes task, F(2,101)=0.4, p=0.4.InterpretationChildren with ‘epilepsy only’ are at risk of deficits in social cognition and may require appropriate support.What this paper addsChildren with focal and generalized epilepsy have deficits in social cognition.Social cognition was associated with pragmatic communication in generalized epilepsy.

Beyond False Belief: Theory of Mind in Young, Young-Old, and Old-Old Adults

Theory of mind (ToM) refers to humans' ability to recognize the existence of mental states, such as beliefs, emotions, and desires. The literature on ToM in aging and on the relationship between ToM and other cognitive functions, like executive functions, is not homogenous. The aim of the present study was to explore the course of ToM and to investigate the role of working memory, inhibition, and language on the possible age differences in ToM. To address these issues, we examined ToM using the Strange Stories task and executive function task in three age groups. Results showed that young adults outperform both old groups on the ToM stories. This difference remains significant also when controlling for working memory and inhibitory control. Our findings suggest a specific impairment in inferring mental states starting from 60 years of age that seems to be independent of changes in executive functions.

2076 – Psychometric properties of the spanish version of the movie for assessment of social cognition (MASC)

Background The Movie for the Assessment of Social Cognition (MASC) has been shown to have good psychometric properties. Objectives To translate, adapt, and validate a Spanish version of the MASC (MASC-SP) for use in patients with Asperger's syndrome. Aims To develop an ecological and standardized assessment of social cognition for the Spanish-speaking community. Methods MASC-SP was administered to a sample of twenty-two patients diagnosed with Asperger's syndrome (3 women, 19 men; mean age 21.94) and twenty-six healthy volunteers (9 women, 17 men; mean age 22.92). Other measures of social cognition were also administered: the Strange Stories Task, the Reading the Mind in the Eyes Test, and a emotion recognition task. A brief scale for cognitive evaluation in psychiatric patients was also administered (SCIP). Results The Asperger group scored lower on the MASC-SP (p = 0.000), had fewer correct answers on the emotion recognition test (p = 0.000), and poorer understanding of social situations (p = 0.000). The area under the ROC curves was 0.814 for the MASC-SP, 0.795 for the emotion recognition test, 0.912 for the Reading the Mind in the Eyes Test, and 0.806 for the Strange Stories Task. The Asperger group did not show cognitive deterioration and MASC-SP was proven to be independent for other general cognitive functions. Cronbach's alpha coefficient was 0.86, demonstrating satisfactory internal reliability (> 0.80) very similar to the original instrument (0.84). Conclusions The Spanish adaptation of the MASC can be a useful, ecologically valid tool for assessing social cognition.

Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

In this study of two hundred and thirty 8- to 13-year-olds, a new "Silent Films" task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film-based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory-of-mind latent factor. With effects of verbal ability and family affluence controlled, theory-of-mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory-of-mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.