TY  - JOUR
A1  - Austin, Gina
A1  - Bondü, Rebecca
A1  - Elsner, Birgit
T1  - Executive function, theory of mind, and conduct-problem symptoms in middle childhood
JF  - Frontiers in psychology
N2  - Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: M = 8.3 years, T2: M = 9.1 years; 51.9% girls). We assessed EF skills and ToM abilities via computerized tasks at first measurement (T1), CP symptoms were rated via parent questionnaires at T1 and approximately 1 year later (T2). Structural-equation models showed a negative relation between T1 EF and T2 CP symptoms even when controlling for attention-deficit hyperactivity disorder (ADHD) symptoms and other variables. This relation was fully mediated by T1 ToM abilities. The study shows how children's abilities to control their thoughts and behaviors and to understand others' mental states interact in the development of CP symptoms.
KW  - executive functions
KW  - theory of mind
KW  - conduct-problem symptoms
KW  - middle
KW  - childhood
KW  - longitudinal
Y1  - 2020
U6  - https://doi.org/10.3389/fpsyg.2020.00539
SN  - 1664-1078
VL  - 11
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Austin, Gina
A1  - Groppe, Karoline
A1  - Elsner, Birgit
T1  - The reciprocal relationship between executive function and theory of mind in middle childhood: a 1-year longitudinal perspective
JF  - Frontiers in psychology
N2  - There is robust evidence showing a link between executive function (EF) and theory of mind (ToM) in 3-to 5-year-olds. However, it is unclear whether this relationship extends to middle childhood. In addition, there has been much discussion about the nature of this relationship. Whereas some authors claim that ToM is needed for EF, others argue that ToM requires EF. To date, however, studies examining the longitudinal relationship between distinct sub components of EF [i.e., attention shifting, working memory (WM) updating, inhibition] and ToM in middle childhood are rare. The present study examined (1) the relationship between three EF subcomponents (attention shifting, WM updating, inhibition) and ToM in middle childhood, and (2) the longitudinal reciprocal relationships between the EF subcomponents and ToM across a 1-year period. EF and ToM measures were assessed experimentally in a sample of 1,657 children (aged 6-11 years) at time point one (t1) and 1 year later at time point two (t2). Results showed that the concurrent relationships between all three EF subcomponents and ToM pertained in middle childhood at t1 and t2, respectively, even when age, gender, and fluid intelligence were partialle dout. Moreover, cross-lagged structural equation modeling (again, controlling for age, gender, and fluid intelligence, as well as for the earlier levels of the target variables), revealed partial support for the view that early ToM predictslater EF, but stronger evidence for the assumption that early EF predictslater ToM. The latter was found for attention shifting and WM updating, but not for inhibition. This reveals the importance of studying the exact interplay of ToM and EF across childhood development, especially with regard to different EF subcomponents. Most likely, understanding others' mental states at different levels of perspective-taking requires specific EF subcomponents, suggesting developmental change in the relations between EF and ToM across childhood.
KW  - executive function
KW  - theory of mind
KW  - longitudinal
KW  - middle childhood
KW  - attention shifting
KW  - inhibition
KW  - working memory updating
Y1  - 2014
U6  - https://doi.org/10.3389/fpsyg.2014.00655
SN  - 1664-1078
VL  - 5
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - THES
A1  - Austin, Gina
T1  - The mediating role of theory of mind in the relationship between executive function and conduct problems in elementary school-age children
Y1  - 2015
ER  -