Language,ambiguity, and executive functions in adolescents' theory of mind |
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| Authors: | Jessica E Brodsky Zachary Bergson Ming Chen Elizabeth O Hayward Jan L Plass Bruce D Homer |
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| Institution: | 1. The Graduate Center, CUNY, New York City, New York, USA;2. CREATE Lab, New York University, New York City, New York, USA |
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| Abstract: | Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence. |
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