Theory of mind-based action in high-functioning children from the autistic spectrum [IF 2.1]

S. Begeer; C.J. Rieffe; M. Meerum Terwogt; L. Stockmann

doi:10.1023/A:1025875311062

Theory of mind-based action in high-functioning children from the autistic spectrum [IF 2.1]

S. Begeer, C.J. Rieffe, M. Meerum Terwogt, L. Stockmann

Clinical Developmental Psychology

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Abstract

In this study we investigated whether task interest facilitated the application of Theory of Mind capacities in high-functioning children from the autism spectrum. Children were invited to carry out two simple tasks. Sabotage of both tasks by a third party resulted in the experimenter appearing to have a false belief. Whereas pervasive developmental disorder not otherwise specified (PDDNOS) children tended to correct the experimenter's false belief in the rewarded task condition, children with autism were not influenced by task condition. These results highlight the role played by social and communicative factors in the application of Theory of Mind knowledge in the former clinical group.

Original language	English
Pages (from-to)	479-487
Number of pages	9
Journal	Journal of Autism and Developmental Disorders
Volume	33
Issue number	5
DOIs	https://doi.org/10.1023/A:1025875311062
Publication status	Published - 2003

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10.1023/A:1025875311062

Begeer Journal of Autism and Developmental Disorders 33(5) 2003 uFinal published version, 454 KB

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title = "Theory of mind-based action in high-functioning children from the autistic spectrum [IF 2.1]",

abstract = "In this study we investigated whether task interest facilitated the application of Theory of Mind capacities in high-functioning children from the autism spectrum. Children were invited to carry out two simple tasks. Sabotage of both tasks by a third party resulted in the experimenter appearing to have a false belief. Whereas pervasive developmental disorder not otherwise specified (PDDNOS) children tended to correct the experimenter's false belief in the rewarded task condition, children with autism were not influenced by task condition. These results highlight the role played by social and communicative factors in the application of Theory of Mind knowledge in the former clinical group.",

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Theory of mind-based action in high-functioning children from the autistic spectrum [IF 2.1]

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