LE3 .A278 2001

2001

Symons, Doug

Acadia University

Master of Science

Masters

Psychology

Psychology

The present study examined the relation of theory of mind to executive functioning in a sample of children referred for attention/behaviour problems. Theory of mind tasks included mistaken identity and contents, unintended transfer, and emotional false belief. Attention was assessed using parent and teacher reports (Conners' Rating Scales, Achenbach questionnaires), and child Continuous Performance Test (CPT) errors. Impulsivity was assessed using parent and teacher reports, Dimensional Change Card Sort, Luria's Hand Game, and CPT errors. Working memory was assessed using the Woodcock-Johnson-Revised. Average scores for attention, impulsivity, and working memory were created and an overall executive functioning average across the three components. Theory of mind was related to the individual components and to the overall average of executive functioning. Correlations were found for theory of mind and ratings of social problems suggesting that executive functioning and theory of mind are fundamental to social skills in children with attention/behaviour problems.

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