While extensive research has examined the consequences of objectification in specific contexts (e.g., sexual or workplace settings), little is known about how interpersonal personal relationship is related to objectification. Similarly, although attachment theory explains relational patterns, its connection to interpersonal objectification-particularly via socio-cognitive processes like Theory of Mind (ToM) and empathy-remains largely unexplored. This study addresses these gaps by investigating the relationship between attachment insecurity and objectification of others via ToM and empathy. In three well-powered studies conducted in Poland, the UK, and Italy (N=1222) we found a consistent relationship between attachment avoidance and interpersonal objectification, i.e., the higher the level of attachment avoidance, the higher the tendency to objectify others. Crucially, this relationship was accounted for by levels of ToM (Study 2 & 3) and empathy (Study 3). We discuss the implications of these findings for the literature on attachment styles and objectification, and the importance of integrating these findings into broader models of social and personality psychology.

Does understanding others help children to be more social and less lonely? Relations among theory of mind, social skills and loneliness.

The rapid expansion of Artificial Intelligence (AI) in educational settings has transformed writing practices, assessment structures, patterns of student engagement, and underlying epistemological assumptions about knowledge production. While AI systems offer unprecedented opportunities for cognitive scaffolding, emotional regulation, and inclusive participation, they simultaneously challenge traditional notions of authorship, intellectual agency, and pedagogical authority. The integration of AI into school practice therefore requires robust theoretical grounding, ethical governance, and organizational coherence. This article develops a comprehensive, human centered framework that connects AI literacy, critical digital literacy, collaborative digital writing, metacognition, emotional intelligence, and organizational culture in secondary education. Drawing upon interdisciplinary research in areas such as AI and adolescent emotional well being, AI and school related anxiety, collaborative ICT based inclusion, digital tools as cognitive instruments, technology as cultural bridge building practice, organizational culture and school vision, metacognition and emotional intelligence models, theory of mind in ICT contexts, digitally assisted mindfulness, and psychoanalytic cultural theory, the study proposes a multilayered instructional model for AI supported collaborative digital writing. The article argues that AI literacy must be cultivated not merely as technical competence but as epistemic responsibility embedded within reflective, relational, and culturally coherent school ecosystems. Collaborative digital writing emerges as a pedagogically optimal environment for fostering metacognitive regulation, socio emotional awareness, critical evaluation, and inclusive participation. The study concludes that AI integration in education must be guided by visionary leadership, organizational culture, ethical transparency, and human centered pedagogical design.

From executive control to social emotions: mediation analysis of theory of mind linking executive functions to envy but not Schadenfreude.

Validation of an unmoderated remote version of the Theory of Mind Scale.

Social camouflaging (SC; ie, the concealing of autistic traits to socially assimilate) is associated with poor mental health, self-identity and quality of life outcomes, yet its typology, consequences and contextual triggers remain unexplored in autistic adolescents. Further study is necessary to identify protective factors against the potentially negative outcomes associated with SC to promote long-term well-being. The current project will investigate SC in youth and its mental health, cognitive and neurophysiological correlates. Camouflaging will be captured by triangulating self-reported and caregiver-reported SC behaviours, as well as SC behaviours in day-to-day contexts using intensive longitudinal methods (ie, daily diaries). Non-autistic, self-identifying autistic and formally diagnosed autistic adolescents aged 15-18 years (N=150) will be recruited. Adolescents and caregivers will complete rating scales to assess mental health, and adolescents will complete in-lab cognitive assessments of attention, executive function, intellectual ability and theory of mind. Brain neurophysiological function and cortisol concentration over time will be measured during the same visit using electroencephalography and hair samples, respectively. Over the following 7 days, adolescents will complete daily diaries using their smartphones. The daily diaries pose survey questions about the type and degree of SC behaviour used within their daily environment, including the social context, individuals who are present and current well-being. Adolescents will also complete brief performance-based cognitive assessments of attention and executive function integrated within the daily diary surveys. Finally, adolescents and their parents will complete a follow-up of SC behaviours and mental health at 3 months. Correlations and regression analyses will be conducted to explore the associations between SC and mental health/cognitive outcomes and how baseline measures of cognition, mental health and SC predict patterns seen on the daily diaries. Multilevel modelling will be used, nesting daily data to capture within-person and between-group differences in contextual predictors of camouflaging behaviour. Results will contribute to current understanding of the typology of camouflaging, as well as inform intervention to mitigate mental health challenges for autistic youth. This project is approved by the University of Victoria Human Research Ethics Board (#23-0013) and the University of Calgary Conjoint Faculties Research Ethics Board (#23-0641). Informed consent will be obtained from caregivers and adolescent participants, and safety procedures will be put in place to support the adolescent should mental health concerns arise. Results will be disseminated through academic publications and conferences, as well as summarised and communicated to interested participants and relevant stakeholders.

In this paper I propose a novel interpretation of Darwin’s aesthetic theory that takes its occasion in his reading of the work of Stendhal. Leveraging Lorraine Daston’s concept of “local natures,” I argue that we can fruitfully understand Darwin’s work relative to a long European tradition of speculations regarding the power of climate and environment to shape living forms, psychology, and cultural expression. After exploring the relevant outlines of this tradition during the eighteenth century, I provide an exploration of Darwin’s early aesthetic theories, appraising the role played by the category of the “beau ideal,” and how Darwin tied together a broad range of resources through a hereditary theory of mind that was, in turn, opened to the logic of local nature theory. Moving outwards from transmutational theories of mind to those of physical forms, I ultimately claim that sexual selection does not represent the totality of Darwin’s aesthetics, and that we must rebalance our views by taking seriously the role of local nature theory in his thought, as well as nonselective mechanisms of evolution. Appreciated in this manner, Darwin’s thought takes on an unfamiliar complexion, destabilizing some of the fundamental frameworks and categories we use to understand cultural and aesthetic products. In a conceptual world of hereditary mental properties, where environments slowly shape the forms of beings within them, what does a natural history of aesthetics look like?

Introduction Several studies, in the context of the debate on early implicit theory of mind, have investigated whether infants and toddlers are able to attribute false beliefs concerning the identity of an object. As a result, there is a lack of consensus regarding whether young children are able to understand others' belief about an object's identity when it can be represented in different ways. In the present study, we address this issue by using for the first time a close adaptation of a test originally devised by Butterfill and Apperly to advance the theoretical debate on early theory of mind. Given that this novel identity task could not be completed based on a minimal theory of mind, its use can play a significant role in such a debate. Method Employing an eye tracking system and based on the violation-of-expectation-paradigm, we explored how the participants (50 toddlers aged 20–24 months) performed in the true belief condition and in the false belief condition on a new identity task with a dual-identity object. Results Statistical analyses showed that the looking times and number of visits were not significantly higher in the TB condition than in the FB condition, supporting the claim that toddlers of this age don't demonstrate an implicit understanding of false belief. Discussion We discuss these outcomes in relation to the need for new studies operationalizing Butterfill and Apperly's test in order to advance the theoretical debate on one-system vs. two-system accounts of early theory of mind.

Survivors of pediatric brain tumors (BT) experience significant, long-term adverse treatment-related effects, such as social deficits-which can impact academic achievement, quality of life, and daily adaptive functioning. Affective processing remains underexplored. This study investigated social affective processing in survivors compared to healthy children (HC), identified clinical and sociodemographic factors that may be related to affective processing, and explored whether cognitive-executive function mediates these relationships. Survivors (N = 33, 54.5% female, mean [SD] age = 13.94 [3.28] years) and HC (N = 35, 48.6% female, age = 11.61 [2.96] years) completed behavioral assessments and questionnaires examining affective processing (emotion perception, emotion recognition, and theory of mind), cognitive-executive processes (executive function and inattention), and sociodemographic information (sex, income, parent education, and parent age). Mann-Whitney U compared social affective processing between survivors and HC. Correlations and linear regression examined relationships between predictors of interest and affective processing. Survivors performed worse than HC on emotion perception (Z = -2.13, p = .033), but not other social affective tasks. Regression analysis revealed that receiving radiation was associated with poorer emotion perception (t = -3.45, p = .002) and higher inattention scores (t = 2.48, p = .020) while greater time since diagnosis was not. Emotion perception is a key component of social information processing and appears compromised in BT survivors, especially those who received radiation therapy, compared to HC. These novel findings highlight potential affective mechanisms underlying social deficits in BT survivors and underscore the need for early screening and targeted interventions to enhance their social well-being.

ABSTRACT Social communication, emotional understanding, and perspective-taking deficits are central features of autism spectrum disorder (ASD) and are closely linked to impairments in social cognition. This pilot study aimed to develop and evaluate a Social Cognition Training Module (SCTM) to improve social understanding and interpersonal functioning in children with ASD, grounded in Theory of Mind, Social Cognitive Theory, and Learning Theory. A pre-test–post-test design was employed with a purposive sample of three children aged 6–12 years diagnosed with ASD. Social cognition and related behaviors were assessed using the Social Responsiveness Scale (SRS) at baseline and post-intervention. The six-week intervention included twice-weekly sessions involving role-play, visual social stories, joint attention tasks, and emotion recognition activities. Qualitative feedback from parents and therapists supplemented quantitative findings. Post-intervention results showed improvements in SRS scores, increased eye contact, reduced self-stimulatory behaviors, and greater social initiation. Parent and therapist reports indicated improved attention and engagement. Findings suggest SCTM is a feasible and promising intervention for enhancing social cognition in children with ASD, warranting further large-scale investigation.

Theory of Mind (ToM) deficits are common in people with Multiple Sclerosis (PwMS). This pilot study evaluated the feasibility of an ecologically valid ToM training in PwMS and examined whether experimental transcranial direct current stimulation (tDCS) intervention targeting the prefrontal cortex could enhance its effects on cognitive and affective ToM components across verbal and nonverbal modalities. Two studies were conducted. Study 1 employed a single-case design with three PwMS undergoing a 16-week video-based ToM training. ToM performance was assessed at baseline, post-intervention, and 3-month follow-up. Study 2 included 12 PwMS randomly assigned to receive ToM training with either active tDCS (dlPFC or vmPFC) or sham stimulation. tDCS was delivered twice weekly (2 mA, 20 minutes) over 16 weeks. In Study 1, participants showed improvements in cognitive ToM (verbal and nonverbal), and selective improvement in verbal affective ToM. In Study 2, both active tDCS groups exhibited improvements in cognitive and affective ToM compared to the sham group. ToM training seems to be useful in improving cognitive and verbal affective ToM in PwMS, especially when combined with prefrontal tDCS. However, nonverbal affective ToM appears resistant to intervention, suggesting the need for targeted strategies. These preliminary findings support a personalized, multimodal approach to social cognitive rehabilitation in MS.

Impacts of childhood sexual abuse (CSA) are profound and long-lasting, often resulting in impairments to survivors’ mentalization and/or Theory of Mind (ToM) abilities. The current study aimed to enhance our understanding of these phenomena and explored potential for recovery via effective therapeutic interventions. The research sample consisted of 18 patients and 19 therapists residing or working in two types of facilities: live-in prisoner rehabilitation centers facilities for female parolees (PRA); and a psychiatric unit hospital ward specializing in sexual abuse survivors (PU). Data were based on semi-structured interviews analyzed using the qualitative thematic analysis approach. Findings demonstrate that survivors are vulnerable to fractured thought processes that reflect their early traumatic experience, impacting their present-day perspectives of themselves, others, and the world, and resultantly projected within the therapeutic relationship. Awareness and identification of these expressions within the therapeutic relationship can help promote mentalization-based healing for survivors.

Autism is a neurodevelopmental disorder defined by a qualitative impairment in social interaction and communication, along with restricted interests and stereotyped behaviors. Various neurobiological, genetic, and epigenetic bases are recognized. Thirty percent of autistic individuals are severely or nonverbally autistic. The failure of autistic individuals to socialize is related to their impairment in social cognition, linked to deficits in empathy and theory of mind. Recently, this "inability to relate to peers" has been framed as a two-way problem between the autistic person and the "typical" person, hence the concept of the "double empathy problem". This implies that not only is the autistic person dysfunctional in social interaction, but so is the nonautistic interlocutor. The problem of dual empathy allows for a new understanding of autism and, to some extent, puts into perspective the challenges faced by autistic and nonautistic individuals as part of a shared deficit, not solely attributable to the autistic person. While it facilitates awareness of neurodiversity and challenges us all in relation to autism, solid explanations are still lacking to accept this concept as valid in the genesis of the social problems faced by autistic individuals and its application in clinical practice and education. This article analyzes aspects of empathy and the problem of double empathy, highlighting their characteristics and limitations for the interpretation of autism.

While Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) present distinct symptoms and developmental trajectories, they also share overlapping characteristics across different domains. This exploratory study investigated differences between ASD, ADHD and non-diagnosed (ND) peers across theory of mind, pragmatic language, inattention, impulsivity, social skills, and behavioral problems. A data-driven approach was further applied to explore whether distinct functional profiles emerged across these domains and whether such profiles aligned with traditional diagnostic categories. The sample included 204 participants aged 8-16: 51 with ASD, 64 with ADHD, and 89 ND, matched for age, sex, and intelligence quotient. Results highlight that both clinical groups performed worse than ND peers, with no differences between ASD and ADHD. Latent profile analysis identified four distinct profiles: 1 ("Inattentive with pragmatic difficulties"; n = 20), 2 ("Social deficits with behavioral dysregulation"; n = 63), 3 ("Highly impulsive"; n = 24), and 4 ("Minimal impairments"; n = 97). The first three were predominantly composed of autistic and ADHD participants, while the fourth was distinctive of ND. Notably, 50 % of both autistic and ADHD participants were grouped into Profile 2, characterized primarily by parental reports, alongside weaknesses performing tests. Our findings suggest that ASD and ADHD share difficulties across key developmental domains, with functional profiles extending beyond traditional diagnostic boundaries. Given the exploratory nature of the study and the relatively limited sample size, these findings should be considered preliminary and warrant replication in larger and more diverse samples. Despite this, our results support a dimensional view of neurodevelopmental conditions, while highlighting the need to integrate informant reports, psychometric data, and clinical judgment to ensure meaningful interpretations of a child's functional profile.

Cross-sex theory of mind in the domain of sexual violence: upset, fear, and perceived likelihood

School violence continues to be a complicated, multifaceted issue that is still around today. It is known to result from different factors such as emotional dysregulation, relational fragmentation, and changes in the digital culture where young people socialise. Educational philosophies nowadays are progressively moving away from harsh and exclusionary methods towards more relational, preventive, and developmental frameworks emphasizing emotional literacy, restorative practices, and inclusive school culture. Digitally powered innovations like AI, emotion-based platforms, and self-regulation devices can be leveraged effectively to signal emotional issues at their earliest stage, provide intervention where it is most needed, and broadly prevent violence. The purpose of this article is to put forward the relational-ecological framework at the core of a violence-free school coexistence. It draws key elements from the current literature on the role of digital support in the interventions, emotionally intelligent leadership, development of metacognitive skills, Theory of Mind and mindfulness-based self-regulation. The framework envisages technology as a relational ladder that facilitates emotional recognition, empathy, and joint problem-solving; this it stands against the idea of technology serving as a mechanism for control or surveillance. The research, which employed a mixed-method approach, explored how digital social-emotional learning platforms, restorative processes, and collaborative ICT-supported pedagogical practices result in better school climate, fewer aggressive incidents, and increased emotional self-regulation of students. The results underlined the fact that the long-term sustainable prevention of school violence is only possible through the fusion of relational trust, teacher mediation, inclusive culture, and properly regulated digital systems. The article concludes with practical recommendations for school leaders, educators, and policymakers on the integration of technology into holistic, emotionally responsive, and rights-based violence-prevention strategies.

Classical developmental psychology treats childhood animism—attributing life or mind to inanimate things—as a transient phase that recedes with schooling and the onset of concrete operations. The contemporary spread of lifelike AI has altered that background assumption, with particular implications for children and adolescents whose agency-detection systems and reality-testing capacities are still calibrating. Across interfaces, voices, avatars, and social robots, modern systems routinely exhibit contingent, context-sensitive behaviour that recruits developing social-cognitive systems during sensitive periods of identity formation and relational learning. Drawing on developmental psychology, cognitive science, human–AI interaction research, clinical psychiatry, and technology ethics, we: (1) present a mechanistic “hourglass model” showing how interactive AI engages animistic cognition with heightened effects during childhood and adolescence, including a developmental timing analysis of how differential maturation of agency detection, Theory of Mind (ToM), and prefrontal reality-testing creates windows of particular vulnerability; (2) disaggregate five distinct phenomena along an anthropomorphism-to-delusion trajectory with operational boundary criteria; (3) specify a graded psychopathology continuum with a fourth, orthogonal zone addressing adversarial design—itself disaggregated into three tiers with distinct regulatory implications; (4) identify conditions under which anthropomorphic engagement may be beneficial, including for youth; and (5) advance cognitive safety–inspired design with developmentally appropriate protections for minors. We introduce the IDAQ-CF-Tech, a twelve-item screener for AI-specific mind attribution offered as a provisional instrument for validation across age groups, and close with a phased research agenda emphasising longitudinal developmental outcomes, impacts on adolescent identity formation, and cross-cultural variation in techno-animism.

يتناول البحث نظرية العقل عند "جورج طرابيشي" بمحوري العقل والمعايير، والتأسيس لأصول نظرية العقل عنده وتوظيفه المركزي الاثني استتباعاً ومعرفةً الى الهرمسية المتوطنة في منطقها المباطن لما يُعبر عنه بجدلية الحضارة والبداوة . وقسم البحث على مبحثين، تناول الأول نظرية العقل عند جورج طرابيشي، في حين تناول الثاني الهرمسية المتوطنة عند جورج طرابيشي.

ABSTRACT This study investigated the associations between peer bullying, Theory of Mind (ToM), alexithymia, and empathy in 87 juvenile delinquents versus 54 controls. Delinquents exhibited significantly lower ToM abilities (p < .001), though global empathy and alexithymia levels were comparable to controls. However, intra-group analysis revealed that delinquents involved in bullying possessed significantly poorer ToM (p = .034) and lower emotional empathy (p = .036) than non-bullies. Additionally, alexithymia was linked to weaker cognitive empathy. While global deficits didn’t distinguish groups, specific ToM and emotional empathy impairments characterize bullying behavior among delinquents. These findings highlight the need for targeted interventions focusing on social-cognitive skills.

Public speaking is a fundamental form of communication across a wide range of domains; however, the neural mechanisms underlying audience engagement during different speeches remain poorly understood. In particular, it is unclear which functional brain networks support the dynamic fluctuations of audience engagement and what neurobiological processes underlie these effects. In this study, we used naturalistic fMRI combined with intersubject correlation (ISC) analysis to examine how carefully selected and matched speeches, with varying levels of audience engagement, influence neural activity. Our results revealed that the more engaging speech elicited significantly greater interbrain neural synchronization, as indexed by ISC, across a broad range of brain regions. Notably, these engagement-related effects were most prominent in networks associated with language processing and theory of mind, highlighting their critical roles in facilitating shared audience experiences during compelling public communication. A sliding-window analysis further revealed substantial temporal fluctuations in interbrain synchronization throughout the speech. Additionally, neurobiological annotation analyses identified strong associations between engagement-related ISC effects and molecular pathways involved in trans-synaptic signaling, suggesting that intrabrain neuronal communication may contribute to modulating interbrain synchronization. By integrating naturalistic fMRI with ISC analyses, this study offers a promising framework for investigating dynamic neural synchronization among audience members. These findings have broad implications for fields such as education and leadership development, where a deeper understanding of the neural basis of audience engagement could inform strategies to enhance public speaking and communication effectiveness.