Theory Of Mind Abilities Research Articles

Social cognition and behavioral outcomes in congenital heart disease: profiles and neuropsychiatric comorbidities

ABSTRACT Autism spectrum disorders are more prevalent in children with congenital heart disease (CHD) than in the general population. Children with CHD without diagnosed autism are also at increased risk for neurodevelopmental and psychiatric impairments. We characterized social and behavioral outcomes in children with CHD and examined neurodevelopmental and psychiatric comorbidities. Children without diagnosed autism who underwent infant open-heart surgery were eligible. Parent-reports assessed social communication, unusual behaviors, self-regulation, anxiety, and executive function (EF). Neuropsychological tests assessing theory of mind (ToM), working memory, and verbal comprehension were administered. Outcomes were compared to normative data. Linear regressions were estimated with parent-reported scores and ToM abilities as outcomes. Predictors were anxiety symptoms, parent-reported EF, and working memory scores. Covariates were age, parental education, ADHD diagnosis, and verbal comprehension. Clinically relevant comorbidities were identified (N children scoring ≥1SD below the norm). Fifty-six children (10.8 ± 1.8 years) participated virtually. Compared to norms, children with CHD had impaired ToM, more unusual behaviors (p = .002), and less self-regulation (p = .018), but better social communication (p = .014). “Autism-like” traits were positively associated with anxiety symptoms (ß(95% CI) = 0.28(0.08–0.49), p = .008) and worse working memory (ß(95% CI) = -0.36(−0.59–0.13), p = .003). Twenty-one out of 22 children who displayed clinically relevant social and behavioral scores also showed anxiety symptoms (n = 4), impaired EF (n = 7), or both (n = 10). Children with CHD without diagnosed autism have elevated unusual behaviors, lower self-regulation, and impaired ToM. There is a high risk of co-existing anxiety and impaired EF which may increase disease burden. Targeted therapeutic interventions are needed to reduce long-term psychosocial risks in these children. Abbreviation Attention deficit/hyperactivity disorder (ADHD), Autism Spectrum Rating Scale (ASRS), Behavior Rating Inventory of Executive Functions for school-aged children, 2nd Edition (BRIEF-2), cardiopulmonary bypass (CPB), congenital heart disease (CHD), Empathy/Systematizing Quotient Child Version (ESQ-C), Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2), Social Responsiveness Scale (School-age form), 2nd Edition (SRS-2), theory of mind (ToM), Theory of Mind Task Battery (ToM-TB), Wechsler Intelligence Scale for Children, 5th edition (WISC-V)

Inhibition and cognitive flexibility are related to prediction of one's own future preferences in young British and Chinese children

The ability to shift from current to future perspective is pivotal to future-oriented cognition. With two distinct cultural groups, UK (N = 92) and China (N = 90), we investigated 3 to 5-year-olds' understanding of preference changes occurring within themselves and their peers (another child). We administered a battery of representative tasks of executive function and theory of mind to examine their underlying relationships with children's ability to predict future preferences. British 3-year-olds outperformed Chinese children in predicting future preferences, while no country differences were observed between the 4- and 5-year-olds. Across the UK and China, children were more accurate when predicting for their peers than for themselves. They were also more accurate when their current preferences were identified first, i.e. before answering questions about the future. Chinese children outperformed their British counterparts on inhibition and cognitive flexibility tasks whereas there were no Eastern and Western differences in their theory of mind abilities. After controlling for age and children's knowledge of generic adult preferences, children's performance in the inhibition and cognitive flexibility tasks were significantly correlated with the prediction of their own future preferences, but they were not significantly correlated when predicting for a peer. These results are discussed in relation to the conflicts between multiple perspectives and the cognitive correlates of future-oriented cognition.

Theory of Mind and Parental Mental-State Talk in Children with CIs.

Previous studies have suggested that parents may support the development of theory of mind (ToM) in their child by talking about mental states (mental state talk; MST). However, MST has not been sufficiently explored in deaf children with cochlear implants (CIs). This study investigated ToM and availability of parental MST in deaf children with CIs (n = 39, Mage = 62.92, SD = 15.23) in comparison with their peers with typical hearing (TH; n = 52, Mage = 52.48, SD = 1.07). MST was measured during shared storybook reading. Parents' narratives were coded for cognitive, emotional, literal, and non-mental references. ToM was measured with a parental questionnaire. Children with CIs had lower ToM scores than their peers with TH, and their parents used more literal references during shared storybook reading. There were no significant differences in the frequencies of cognitive and emotional references between groups. Parental emotional references contributed positively to children's ToM scores when controlling for the child's age and receptive grammar only in the CI group. These results indicated some distinctive features in parents of deaf children with CIs' MST and highlighted the role of MST in the development of ToM abilities in this group.

Altered temporoparietal junction activity during reflected self-evaluation in sub-clinical depression.

Negative self-schema is a core symptom of depression. According to social psychological theories, two types of self-evaluations play important roles in forming the negative self-view: direct self-evaluation (that is, evaluating the self directly through one's first-person perspective introspection) and reflected self-evaluation (which requires theory of mind (ToM) ability, and is evaluating the self through reflecting on a third person's perspective). Although many previous studies have investigated the processing of the direct self-evaluation in depression, few have extended research on the reflected self-evaluation. In the current study, functional magnetic resonance imaging scans were acquired in 26 dysphoric (individuals with elevated number of depressive symptoms) and 28 control participants during both direct and reflected self-evaluation tasks. Two regions of interest were defined within bilateral temporoparietal junctions (TPJs) because their significant role in ToM. Results showed that the dysphoric participants evaluated themselves more negatively than the control participants, regardless of whose perspective they were taking. More importantly, the enhanced TPJs' activations were observed in the control group during the reflected self-evaluation task versus the direct self-evaluation task, whereas no such difference was observed in the dysphoric participants. The results are interpreted in the framework of impaired ToM ability in sub-clinical depression. General Scientific Summary (GSS) Negative self-schema is one of the core symptoms of depression. This study suggests that the negative self-schema reflects not only in direct self-evaluation (i.e. evaluating the self via one's own introspection) but also in reflected self-evaluation (i.e. evaluating the self via others' perspective). Importantly, altered TPJ activity was found during a reflected self-evaluation task among individuals with depressive symptoms. These changes in brain function might be associated with impaired ToM ability in sub-clinical depression.

The different effect of adverse childhood experiences on Theory of Mind brain networks in schizophrenia and healthy controls

IntroductionDeficit in Theory of Mind (ToM) is a core feature of schizophrenia (SZ), while adverse childhood experiences (ACEs) can contribute to worsen ToM abilities through their effect on brain functioning, structure and connectivity.ObjectivesHere, we investigated the effects of ACEs on brain functional connectivity (FC) during an affective and cognitive ToM task (AToM, CToM) in healthy control (HC) and SZ, and whether FC can predict the performance at the ToM task and patients’ symptoms severity.MethodsThe sample included 26 HC and 33 SZ. In an fMRI session, participants performed a ToM task targeting affective and cognitive domains. Whole-brain FC patterns of local correlation (LC) and multivariate pattern analysis (MVPA) were extracted. The significant MVPA clusters were used as seeds in further seed-based connectivity analyses. Second-level analyses were modelled to investigate the interaction between ACEs, the diagnosis, and the task, corrected for age, sex, and equivalent doses of chlorpromazine (p<0.05 FWE). FC values significantly affected by ACEs (Risky Family Questionnaire) were entered in a cross-validated LASSO regression predicting symptoms severity (Positive and Negative Syndrome Scale, PANSS) and task performance measures (accuracy and response time).ResultsIn AToM, LC showed significant different effects of ACE between HC and SZ in frontal pole, caudate and cerebellum. MVPA showed significant widespread interaction in cortico-limbic regions, including prefrontal cortex, precuneus, insula, parahippocampus, cingulate cortex, temporal pole, thalamus, and cerebellum in AToM and CToM. SBC analyses found significant target regions in the frontal pole, cerebellum, pre and postcentral gyrus, precuneus, lateral occipital cortex, angular gyrus, and paracingulate gyrus. LASSO regression predicted PANSS score (R2=0.49) and AToM response latency time (R2=0.37).ConclusionsOur findings highlighted a widespread different effect of ACEs on brain FC in ToM networks in HC and SZ. Notably, the FC in these regions is predictive of behavioral ToM performance and clinical outcomes.Disclosure of InterestNone Declared

Both syntactic and pragmatic sentence adequacy matters for recursive theory of mind in 5-year-olds

Syntax comprehension, vocabulary, and executive cognitive function are important predictors of first-order theory of mind (ToM) ability. The development of second-order or recursive ToM abilities may require more advanced linguistic skills, such as the ability to use syntactically adequate sentences. However, the recursive structure of ToM may be also based on less complex but pragmatically adequate constructions. Using two novel recursive syntax production tasks, this study investigated the relation between syntactic and pragmatic adequacy of sentence productions and second-order false belief (FB) reasoning in five-year-old children (N = 142). Syntactic adequacy of sentence productions explained 6% of variance in second-order FB reasoning above and beyond grammar comprehension, vocabulary production, and working memory, while pragmatic adequacy explained an additional 4% of variance in the recursive ToM. The new recursive syntax production tasks differed with respect to how pragmatically and syntactically adequate sentences were elicited. The paper discusses the question of how to measure recursive syntax production and whether it is a necessary precondition of more complex forms of theory of mind reasoning.

Theory of Mind in Typical Adults: Sex-Differences and Its Associations with Anxiety and Depression Symptoms.

Despite an increased interest in research of theory of mind (ToM) in recent years-both related to psychopathology (depression and anxiety spectrum disorders) and within the typical adults, the existing literature is scarce and presents some conflicting results. Present study aimed to explore sex differences in ToM, alongside its associations with current anxiety and depression symptoms, in a large sample of typical adults collected online. Participants completed the 15-minutes survey obtaining socio-demographic data, current self-reported depression and anxiety symptom severity, and ToM ability (the Reading the Mind in the Eyes Task). The sample comprised 605 participants-mostly younger adults, women, and high school graduate/student population. The majority of participants reported minimal/mild depressive and anxiety symptoms that were significantly more severe in women. Women also displayed significantly better overall ToM ability than men. Significant negative correlation between the severity of current depressive and anxiety symptoms and ToM ability was also observed, but only in individuals expressing the symptoms requiring clinical attention (such association was absent in those exhibiting minimal/mild symptoms). Present research adds to the existing knowledge on the association between ToM ability, anxiety, and depressive symptoms in typical adults as well as on the sex-differences in this important social cognitive domain. Exploring the factors representing indicators of vulnerability for depression-anxiety spectrum disorders is important for their timely detection and treatment.

Prospection and delay of gratification support the development of calculated reciprocity

Humans frequently benefit others strategically to elicit future cooperation. While such forms of calculated reciprocity are powerful in eliciting cooperative behaviors even among self-interested agents, they depend on advanced cognitive and behavioral capacities such as prospection (representing and planning for future events) and extended delay of gratification. In fact, it has been proposed that these constraints help explain why calculated reciprocity exists in humans and is rare or even absent in other animals. The current study investigated the cognitive foundation of calculated reciprocity by examining its ontogenetic emergence in relation to key aspects of children's cognitive development. Three-to-five-year-old children from the US (N = 72, mostly White, from mixed socioeconomic backgrounds) first completed a cognitive test battery assessing the cognitive capacities hypothesized to be foundational for calculated reciprocity. In a second session, children participated in a calculated reciprocity task in which they could decide how many resources to share with a partner who later had the opportunity to reciprocate (reciprocity condition) and with a partner who could not reciprocate (control condition). Results indicated a steep developmental emergence of calculated reciprocity between 3 and 5 years of age. Further analyses showed that measures of delay of gratification and prospection were important predictors of children's rate of calculated reciprocity, even when controlling for age and after including a measure of verbal ability. By contrast, theory of mind abilities were unrelated to children's reciprocal behavior. This is the first systematic investigation of essential cognitive capacities for calculated reciprocity. We discuss prospection and delay of gratification as two domain-general capacities that are utilized for calculated reciprocity and which could explain developmental as well as species-differences in cooperation.

Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind

This paper presents a new toolkit for assessing Theory of Mind (ToM) via performance in first and second-order false belief (FB) tasks. The toolkit includes verbal and non-verbal versions of first and second-order FB tasks; the verbal version is currently available in Greek and German. Scenarios in the toolkit are balanced for factors that may influence performance, like the reason for the FB (deception, change-of-location, unexpected content). To validate our toolkit, we tested the performance of neurotypical adults in the non-verbal and verbal versions in two studies: Study 1 with 50 native speakers of German and Study 2 with 50 native speakers of Greek. The data from both studies yield similar results. Participants performed well in all conditions, showing slightly more difficulties in the second- than first-order FB conditions, and in the non-verbal than the verbal version of the task. This suggests that the task is at the high end of the sensitive range for neurotypical adults, and is expected to be well inside the sensitive range for children and populations that have difficulties in ToM. Factors like deception and type of outcome in the video-scenarios did not influence the behavior of neurotypical adults, suggesting that the task does not have any confounds related to these factors. The order of presentation of the verbal and non-verbal version has an influence on performance; participants beginning with the verbal version performed slightly better than participants beginning with the non-verbal version. This suggests that neurotypical adults used language to mediate ToM performance and learn from a language-mediated task when performing a non-verbal ToM task. To conclude, our results show that the scenarios in the toolkit are of comparable difficulty and can be combined freely to match demands in future research with neurotypical children and autistic individuals, as well as other populations that have been shown to have difficulties in ToM. Differences between baseline and critical conditions can be assumed to reflect ToM abilities, rather than language and task-based confounding factors.

Theory of mind in adolescents with Attention-Deficit Hyperactivity Disorder: A cross-sectional study.

Attention-Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that may be associated with impaired Theory of Mind (ToM) and social cognition. ToM is a domain in social cognition, referring to one's ability to attribute beliefs, intents, perspectives, and understandings to oneself or others and to understand others' mental states. The present study enrolled 52 ADHD of adolescents and 41 healthy age-matched controls in this study. This study applied The Reading the Mind in The Eyes Task (RMET) and Theory of Mind Assessment Scale (Th.o.m.a.s.) for all participants. The results of these tasks were compared between the two study groups. No significant differences were found between these two study groups regarding ToM abilities using mean scores in the Th.o.m.a.s. inventory and the RMET. Furthermore, no association was found between the mean score in the ToM (in both study groups) and this study's parameters of gender, mean age, birth rank, family structure, and income. This study did not support the hypothesis that adolescents with ADHD perform worse on ToM tasks.

NEUROCORRELATES BETWEEN THEORY-OF-MIND AND BILINGUALISM IN GRAY MATTER VOLUME OF YOUNG AND OLDER ADULTS

Abstract The experience of being bilingual may accrue cognitive reserve against age-related declines in older adults. Early bilingualism, e.g., second language age-of-acquisition (L2AoA), has been shown to be associated with better theory-of-mind (ToM) performance in older adults (Yow et al., 2021). Here, we aim to understand the brain structural correlates associated with bilingualism and ToM performance in normal aging. Forty-six young (YA, aged 19-30, M=21.87) and 51 older adult bilinguals (OA, aged 54-77, M=63.61) completed 1) ToM assessments, where they viewed vignettes and answered questions about the protagonists’ mental states, 2) an anatomical MRI scan, 3) a demographic questionnaire including L2AoA and years of education, and 4) a general cognitive ability assessment by the Montreal Cognitive Assessment (MoCA) test. As expected, ANCOVA on ToM composite scores revealed a significant main effect of age – YA showed better ToM performance than OA, F(1,93)=9.48, p=.003, controlling for education and MoCA scores. Importantly, MRI data were preprocessed to obtain gray matter volume (GMV), proxy of neuronal density, of 430 brain regions. Partial least square correlation analysis identified one significant multivariate pattern linking individual differences in GMV with ToM score and L2AoA (48.7% covariance explained, p=.014). Regardless of age, larger GMV in several regions including prefrontal, frontal, medial temporal, and superior temporal cortices were associated with earlier L2AoA (p=.003) and higher ToM score (p=.004), indicating shared variance between ToM and L2AoA in brain morphology. Findings suggest that earlier bilingual acquisition might promote brain maturation that would preserve ToM ability well into later stages of life.

Neural substrates of theory of mind in adults with autism spectrum disorder: An fMRI study of the social animation task

Although the neural mechanisms of the theory of mind (ToM) in children with autism spectrum disorder (ASD) through fMRI using the social animation task have been investigated, little is known in adults with ASD. Therefore, the present study aimed to explore the neural substrates of ToM in adults with ASD. Moreover, we aimed to elucidate the relationship between brain activation and behavior of social interaction in adults with ASD. Twenty-four healthy controls and 24 adults with the clinical diagnosis of ASD were recruited. Participants were asked to complete the social animation task in functional magnetic resonance imaging. The imaging analyses of within (whole brain analysis) and between (5 regions of interest) group comparisons were conducted to explore the process of ToM. The correlation analyses were further conducted to explore the relationship between neural activations associated with ToM and social interaction abilities assessed by ADI-R. The ASD group showed greater activation in the left precuneus and right superior temporal gyrus (STG) than the control group. For correlation analyses, greater right STG activation was positively correlated with autistic symptoms assessed by the ADI-R in the ASD group. ASD adults might spend a lot of effort on identification processing, thereby influencing social communication skills. Also, the neural deficits of ToM in ASD adults might be associated with their social interaction difficulties.

Neuropsychological correlates of theory of mind in chronic migraine.

Theory of mind (ToM), the ability to understand other minds-that is, their beliefs, intentions (cognitive ToM), or emotions (affective ToM)-and its neuropsychological mechanisms in migraine have been poorly investigated. The aim of the study was to explore the deficit of cognitive and affective ToM and its possible associations with cognitive functioning in patients with chronic migraine (CM). Forty participants with CM and 40 age-, education-, and sex-matched healthy controls (HC) underwent clinical assessment, cognitive (the ToM Pictures Sequencing Task and the Advanced Test of ToM) and affective ToM (the Reading the Mind in the Eyes Task and the Emotion Attribution Task) tasks, and a comprehensive neuropsychological battery. Patients with CM significantly reported a lower performance on tasks assessing ToM compared to HC, with an impairment demonstrated for cognitive ToM. Moreover, patients with CM achieved significantly lower scores on tests assessing cognitive flexibility, planning, abstract reasoning, and long-term memory with respect to HC. ToM abilities were significantly related to migraine severity, executive, and memory functions in CM patients. The findings demonstrated that patients with CM present difficulties in inferring others' mental states, which would be related to clinical and cognitive functioning. The clinical importance of these findings, implications for clinical practice, and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

"Where's Wally?" Identifying theory of mind in school-based social skills interventions.

This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review's aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables (DVs) in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies (conducted from 2012 to 2019) on social-cognitive skill with typically-developing children ages 3-11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: "Representation of Others and/or Self," "Knowledge/Awareness of Mental States," "Attributions/Explanations of Mental States," "Social Competence," "Predicting Behavior," and "Understanding Complex Social Situations." The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review's ToM framework constructs as either skills or competences within the construct of 'Representation of Others and/or Self' is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill (i.e., presence or lack), yet the development of ToM can nevertheless be supported by the school environment.

Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study.

This longitudinal study investigated the roles of elementary schoolers' executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 (M = 90.19months) and grade 3 (M = 114.34months). Moreover, academic achievements of same children tested in grade 5 (M = 137.92months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers' EF on academic achievement in Japan.

The impact of executive dysfunctions on Theory of Mind abilities in Parkinson's disease

Theory of Mind (ToM) is the ability to infer and reason about others' mental states, a process impaired by Parkinson's disease (PD). ToM performance in PD seems to be strongly related to executive functioning but the exact nature of this relationship is still unclear. We aim to investigate the direct impact of several executive dysfunctions on ToM deficits (Affective and Cognitive ToM) in PD patients.Sixty-eight PD patients underwent neuropsychological tests evaluating executive control such as inhibition, cognitive flexibility, processing speed or working memory and Cognitive and Affective ToM. We divided participants into two groups based on their performance on executive tests: PD patients with poor executive functioning (PD-EF-) and those with preserved executive functioning (PD-EF+). To explore the direct impact of executive subdomains on ToM abilities, two mediation models were executed in the whole sample.We found that PD patients with poor executive functioning reported poorer scores on Affective and Cognitive ToM tasks than PD patients with preserved executive functions, controlling for age and education. Moreover, parallel mediation models, conducted in the whole sample, indicated that performance on phonological fluency mediated the relationships between educational level and both Affective and Cognitive ToM, controlling the effect of other executive tests.These findings further support the idea that executive functions are crucial in ToM processes. Particularly, phonological fluency, whose execution requires both verbal abilities and cognitive flexibility, mediated ToM performance controlling the effect of other executive functions. The identification of neuropsychological processes underpinning ToM abilities might represent a plausible target for cognitive training to strengthen ToM abilities in PD.

Comparing Theory of Mind Development in Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Development.

BackgroundTheory of mind (ToM) is the ability to recognize, comprehend, and consider oneself’s and others’ mental states and perspectives to predict and explain behaviors and motivations. It is widely accepted that children with autism spectrum disorder (ASD) experience difficulties with ToM. However, there are also findings suggesting that ToM abilities might also be compromised in children with Developmental Language Disorders (DLD).PurposeTo assess ToM abilities in three groups of children: 1. ASD with no language difficulties; 2. DLD, known for their language disorder; and 3. TD with no language issues.Materials and MethodsA total of 41 preschool children aged 5-to-6 were examined and assigned to one of the three groups based on previous clinical reports and a standardized Hebrew language assessment tool. Nonverbal IQ was established with a standardized test to verify within average range placement (>75 IQ). ToM skills were examined with a Hebrew version of the ToM Task Battery and parent’s questionnaire (ToMI).ResultsChildren with ASD had significantly lower ToM scores compared to the children with DLD, and TD. The ToM scores of the children with DLD were similar to the scores of the TD children. According to the parents’ questionnaires, both the ASD children and the DLD children had less developed ToM skills compared to their TD peers.ConclusionThe present findings suggest that children with ASD have a fundamental difficulty in ToM that is independent of their language abilities. Children with DLD show difficulties in everyday social interactions that involve ToM. It is possible that both ASD and language disorders influence ToM development, suggesting that different developmental routes affect the acquisition of ToM.

Theory of mind and hair cortisol in healthy young adults: the moderating effects of childhood trauma

ABSTRACT Background: Experiences of negative social interactions and childhood trauma (CT) can lead to aberrant hypothalamic–pituitary–adrenal functions. Poor theory of mind (ToM) ability is related to increased social stress levels; however, studies on the relationship between ToM and cortisol remain scarce. Objective: This study aimed to evaluate the relationship between ToM and the hair cortisol concentration (HCC) in healthy young adults considering the moderating role of CT. Method: A total of 206 healthy young adults were divided into two groups based on an experience of moderate-to-severe childhood trauma (CT+ and CT–). To determine whether CT moderated the relationship between ToM and HCC, moderation analysis was conducted controlling for age, sex, years of education, and scores of perceived stress, depression, and anxiety. Results: CT+ individuals reported higher subjective stress perception and depressive symptoms than CT– individuals, whereas anxiety-related symptoms, ToM, and HCC were not different between the groups. The experience of CT significantly moderated the relationship between ToM and HCC. The association between poorer ToM ability and higher HCC was significant only in CT+ group. Conclusion: CT is a moderator of the association between ToM and HCC, indicating the importance of CT in social cognition and the stress response.

Development of the Basel Version of the Awareness of Social Inference Test - Theory of Mind (BASIT-ToM) in healthy adults.

Impairments of Theory of Mind (ToM) abilities occur in a wide range of brain disorders. Therefore, reliable and ecologically valid examination of these abilities is a crucial part of any comprehensive neuropsychological assessment. An established and ecologically valid, English-language test identifying deficits in ToM abilities is "The Awareness of Social Inference Test - Social Inference Minimal (TASIT-SIM)". However, no comparable German-language ToM test currently exists. In this study, we aimed to develop the first German-language adaption of TASIT-SIM in healthy adults. We selected 13 scenes [four scenes per message type (i.e., honesty, simple sarcasm, paradoxical sarcasm) and one practice scene] out of the 30 TASIT-SIM scenes. In collaboration with a film institute, we filmed each scene at three different intensities. These intensity version scenes were then administered to 240 healthy adults, equally distributed in sex and age, ranging from 35 to 92 years. By applying Rasch analysis, we selected intensity versions that showed neither floor nor ceiling effects in the majority of ToM questions in participants whose ToM abilities were in the medium range. In conclusion, we have developed the first German-language adaption of TASIT-SIM, i.e., the "Basel Version of the Awareness of Social Inference Test - Theory of Mind (BASIT-ToM)". The BASIT-ToM incorporates the strengths of TASIT-SIM, while overcoming its limitations such as inconsistencies in cinematic realization and ceiling effects in healthy participants. Next, the BASIT-ToM needs to be validated in healthy people and clinical populations.

Perspective taking deficits and their relationship with theory of mind abilities in patients with relapsing-remitting multiple sclerosis (RRMS)

Introduction and objectives: In recent years, research has reported that between 45% and 70% of patients with Multiple Sclerosis (MS) have cognitive deficits, the most prominent being those associated with the frontal lobe. Among these deficits, we can find Theory of Mind (ToM), which is the ability to infer feelings and thoughts of others. Although it has been suggested that ToM relies on more basic skills, such as perspective taking (PT), no studies have investigated this association in patients with MS. The aim of this study was to investigate PT abilities in patients with MS and to establish their relationship with ToM deficits. Material and methods: 36 patients with relapsing-remitting multiple sclerosis (RRMS) and 42 healthy controls matched by age, sex and educational level were evaluated. Both groups were tested to estimate premorbid and current intellectual capacity, PT, ToM (Reading the Mind in the Eyes Test -RMET- and Faux Pas) and complementary scales (fatigue, depression and disability). Results: Patients with RRMS presented significant differences from controls in both PT and ToM tests. The PT test showed positive correlation with RMET, one of our ToM tests. Conclusion: The results show that there is a relationship between ToM and PT abilities. Our findings are of clinical and academic relevance to both the assessment and interpretation as well as the rehabilitation of social deficits in MS.