The longitudinal relations between mental state talk and theory of mind.

BACKGROUND: Previous investigations of associations between children's Theory of Mind (ToM) and parents' use of words relating to mental states (or mental state talk; MST) have predominantly been performed using cross-sectional designs and false belief tasks as indicators of ToM. METHODS: We here report a longitudinal study of 3-5 year-olds (n = 80) investigating ToM development using the ToM scale and three different parental MST types: the absolute frequency of words, the proportions of words, and the vocabulary size. RESULTS: Our results revealed significant relations between all parental MST types and later child ToM. Proportions of parental MST were most often related to the children's ToM at 4 years of age. However, the rate at which the children developed ToM from 3 to 5 years of age was associated with the other two parental MST type measures, namely, absolute frequency and vocabulary size. Additionally, our analyses revealed that parents' use of cognitive MST words (e.g., think, or know) were most frequently associated with children's ToM at 4 years of age compared to emotion and desire-related MST words. CONCLUSIONS: We conclude that the parental ability to capture the thoughts, beliefs, and knowledge present in different scenarios is associated with children's ability to understand other minds. Moreover, parents' way of talking about the mental states of others is associated with their children's ability to understand and further develop ToM.

Belief attribution in deaf and hearing infants.

Based on anticipatory looking and reactions to violations of expected events, infants have been credited with 'theory of mind' (ToM) knowledge that a person's search behaviour for an object will be guided by true or false beliefs about the object's location. However, little is known about the preconditions for looking patterns consistent with belief attribution in infants. In this study, we compared the performance of 17- to 26-month-olds on anticipatory looking in ToM tasks. The infants were either hearing or were deaf from hearing families and thus delayed in communicative experience gained from access to language and conversational input. Hearing infants significantly outperformed their deaf counterparts in anticipating the search actions of a cartoon character that held a false belief about a target-object location. By contrast, the performance of the two groups in a true belief condition did not differ significantly. These findings suggest for the first time that access to language and conversational input contributes to early ToM reasoning.

Consequences of rare diagnoses for education and daily life: development of an observation instrument.

BACKGROUND: Ågrenska, a Swedish national centre for rare diagnoses and health conditions, has arranged courses for families of children with rare diagnoses for over thirty years, and has experienced that the conditions often have complex and varying consequences in the children´s everyday lives, not least in educational contexts. Knowledge of these consequences and of how to adapt the environment and educational methods is often lacking and the children´s educational needs are not met. Many professionals also report a lack of sources of knowledge. Knowledge formation and dissemination about educational consequences of rare diagnoses are thus of utmost importance. For this purpose, a broad observation instrument was constructed in order to gather knowledge on a group level concerning how functional impairments affect school and everyday situations, how consequences vary within each diagnosis and if there are diagnosis-specific features that lead to specific every day and pedagogical consequences. RESULTS: The instrument consists of 119 quantitative and 65 qualitative items and covers ten domains: social and communicative ability, emotions and behaviours, communication and language, ability to manage his/her disability and everyday life, activities of daily life, gross and fine motor skills, perception and worldview, prerequisites for learning and basic school abilities. The instrument is intended for use by educational professionals with knowledge of typical development and was content validated against existing instruments. The items were considered relevant as they, with few exceptions, appear in well-known assessment tools. Interrater reliability was based on the observations of six children. Each child was observed by two educators. Interrater reliability was calculated for the quantitative items and items with fixed response options, including yes/no answers, a total of 100 items, which are usually observed during the course. Interrater reliability reached 91%. Factor analysis and Cronbach´s alpha indicated good statistical properties and a multinomial regression gave reasonable results. CONCLUSIONS: The instrument can be used to gather knowledge on a group level of educational and everyday consequences of rare diagnoses. This knowledge can be used to adapt methods and environment to meet the educational needs and create conditions for optimal learning and participation for children with rare health conditions.

Familial dyslexia in a large Swedish family: a whole genome linkage scan.

There is a compelling body of evidence that developmental dyslexia runs in families and seems to be highly inheritable. Several investigations during the last two decades have shown possible locations of genes that might be involved in dyslexia, including regions of chromosomes 1, 2, 3, 6, 11, 13, 15 and 18. In addition, six candidate genes (KIAA0319, DYX1C1, DCDC2, ROBO1, MRPL19 and C2ORF3) seem to be related to dyslexia. The present study carried out a whole genome scan in a six-generation pedigree. In addition to literacy skills the assessment included cognitive skills and records concerning the history of reading and writing ability. Thirty-five percent were regarded as dyslexic in the family. A linkage analysis using both a quantitative and a qualitative approach has been performed. No evidence was obtained to support the hypothesis that the transmission of dyslexia in this pedigree is due to a highly penetrant major gene, and previous linkage findings were not replicated; however, power in this small study was not adequate to confirm linkage of genes with small to moderate effects. The results were discussed in relation to diagnostic procedures and sample characteristics.

Language access and theory of mind reasoning: evidence from deaf children in bilingual and oralist environments.

This investigation examined whether access to sign language as a medium for instruction influences theory of mind (ToM) reasoning in deaf children with similar home language environments. Experiment 1 involved 97 deaf Italian children ages 4-12 years: 56 were from deaf families and had LIS (Italian Sign Language) as their native language, and 41 had acquired LIS as late signers following contact with signers outside their hearing families. Children receiving bimodal/bilingual instruction in LIS together with Sign-Supported and spoken Italian significantly outperformed children in oralist schools in which communication was in Italian and often relied on lipreading. Experiment 2 involved 61 deaf children in Estonia and Sweden ages 6-16 years. On a wide variety of ToM tasks, bilingually instructed native signers in Estonian Sign Language and spoken Estonian succeeded at a level similar to age-matched hearing children. They outperformed bilingually instructed late signers and native signers attending oralist schools. Particularly for native signers, access to sign language in a bilingual environment may facilitate conversational exchanges that promote the expression of ToM by enabling children to monitor others' mental states effectively.

Early conversational environment enables spontaneous belief attribution in deaf children.

Previous research suggests that deaf children who grow up with hearing parents display considerable difficulties in understanding mental states of others, up to their teenage years when explicitly asked in a verbal test situation (Meristo et al., 2007). On the other hand, typically developing pre-verbal infants display evidence of spontaneous false belief attribution when tested in looking-time tasks, although verbal tests are typically not passed before the age of 4years (Onishi & Baillargeon, 2005). The purpose of the present study was to examine whether deaf children of hearing parents are able to demonstrate spontaneous belief attribution in a non-verbal eye-tracking task. Thirty 4- to 8-year-old, deaf and hearing children, completed a non-verbal spontaneous-response false-belief task and a verbal elicited-response false-belief task. The deaf children were either children with cochlear implants or children with hearing aids. Comparative analyses were also carried out with a previous sample of deaf and hearing 2-year-olds (reported in Meristo, Morgan, et al., 2012). We found that in the non-verbal spontaneous-response task typically hearing children, but not deaf children, were able to predict that a person with a false belief about an object's location will search erroneously for the object. However, hearing children and deaf children with implants, but not deaf children with hearing aids, passed the verbal elicited-response task. Language development was significantly correlated with both types of false-belief tasks for the whole sample. Our findings strengthen the hypothesis that the emergence of the ability to recognize others' beliefs needs to be supported initially by very early conversational input in dialogues with caregivers.

Intervention,treatmentand care in autistic disorder. Challenging case reports from northern Finland.

OBJECTIVES: Autism produces characteristic patterns of behaviour, and individuals with autistic disorder (AD) have a lot in common in terms of behaviour and mannerisms. Individuals with autism, however, also have their own overall personalities, which both underlie and interact with their autism. This article focuses on challenges of identifying AD and delivering appropriate services in face of long distances and limited resources. STUDY DESIGN: This study is a retrospective descriptive chart review and cases series. Hospital records and data on the treatment/habilitation status of 187 children and adolescents with autistic disorder aged 3-18 years were evaluated from Northern Finland. METHODS: Nine subjects, representing the age group of 9- to 17-year-olds, did not show any improvement on the Childhood Autism Rating Scale (CARS) and in the clinical examination during the follow-up period 1990--97. In this study, these children and adolescents with AD were evaluated more carefully. RESULTS: The treatment programs and therapies varied, depending on the availability of trained staff. There were various reasons for the absence of the most suitable treatment, or habilitation, at the individual level. The difficulties also varied over time and between individuals. In addition, after the follow-up period, four of the nine (55.6%) individuals showed more positive outcome when the level of autism had been taken into account in the planning of the intervention for, treatment and care of AD. CONCLUSION: The possible reasons for poor outcome included the level of mental disability, impairments of speech and communication, lack of knowledge of autism at the municipal level, long distance to services, severe epilepsy, additional medical diagnosis, parental acceptance of the child's autism and late start of the intervention for, or habilitation of autism.

Do you see what I mean? Shared reference in non-native, early signing deaf children.

A group of non-native, early signing deaf children between the ages of 7 and 11 years were tested on a referential communication task. A group of hearing children matched for sex and mental and chronological age were also included in the study. The aim was to study the deaf children's ability to take another persons perspective in a task that resembled a real-life communicative situation to a higher extent than the standard theory of mind (ToM) tasks. A further aim was to investigate the possible importance of a number of background variables such as mental and chronological age, working memory, and false-belief attribution. Results show that the hearing children outperformed the deaf children on the referential communication task and that results were highly correlated with both chronological and mental age, as well as with working memory. There was a positive, but not significant, correlation between false belief and success on the referential communication task. This is an indication that the two tasks tap different abilities and that false belief might be necessary, but not sufficient in order to be skilled in the art of referential communication. The possible role of working memory in the referential communication task is also discussed. The results support the hypothesis of the importance of early talk about mental states for the later development of ToM abilities.

Personality traits in women with Turner syndrome.

Turner syndrome is caused by the total or partial absence of, or structural abnormalities in, one sex chromosome. A personality style characterized by traits related to low neuroticism and high extroversion has been reported for females with Turner syndrome, indicating possible genetic factors related to personality development. This study examines personality traits in 37 Swedish women with Turner syndrome using the Karolinska Scales of Personality Inventory. Compared to reference data, the subjects rated themselves as more sensation seeking, less detached, less verbally aggressive and less irritated. These results partially support previous findings. The subjects were divided into three karyotype groups: 45,X (n = 13), 45,X/46,XX or 45,X/45,XY (n = 13), and structural abnormalities (n = 11). Contrary to some previous findings, no differences in personality were found between the karyotype groups.

Preferred communication modes: prelinguistic and linguistic communication in non-speaking preschool children with cerebral palsy.

Seven non-speaking preschool children with severe cerebral palsy, 5-7 years of age, were studied with respect to the amount of prelinguistic versus linguistic modes of communication used in communicative interaction with a previously unknown adult. An attempt was also made to analyse this in relation to the childrens' physical, cognitive and linguistic capacities. No significant correlations were found, however. Given that all participants had reached preschool age and were of normal intelligence, the amount of linguistic communication used (12%) was much less than could be expected. Explanations for the results were suggested, including limited interaction possibilities with the environment due to motor dysfunction, which in turn might prevent development of linguistic skills necessary to take part in more complex communicative interaction later in life.