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Cited by 288Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentSocial Robot Interaction and HRI

The relationship of theory of mind and executive functions to symptom type and severity in children with autism

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JOSEPH, ROBERT M., TAGER–FLUSBERG, HELEN·2004·Development and Psychopathology
DOI 10.1017/s095457940404444xPMC PMC1201455
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Abstract

Although neurocognitive impairments in theory of mind and in executive functions have both been hypothesized to play a causal role in autism, there has been little research investigating the explanatory power of these impairments with regard to autistic symptomatology. The present study examined the degree to which individual differences in theory of mind and executive functions could explain variations in the severity of autism symptoms. Participants included 31 verbal, school-aged children with autism who were administered a battery of tests assessing the understanding of mental states (knowledge and false belief) and executive control skills (working memory, combined working memory and inhibitory control, and planning) and who were behaviorally evaluated for autism severity in the three core symptom domains. Whereas theory of mind and executive control abilities explained the significant variance beyond that accounted for by language level in communication symptoms, neither explained the significant variance in reciprocal social interaction or repetitive behaviors symptoms. These findings are discussed in terms of a proposed distinction between higher level, cognitive–linguistic aspects of theory of mind and related executive control skills, and more fundamental social–perceptual processes involved in the apprehension of mental state information conveyed through eyes, faces, and voices, which may be more closely linked to autistic deficits in social reciprocity.This research was supported by grants from the National Institute on Child Health and Human Development (RO3 HD37898) to Robert Joseph and from the National Institute on Deafness and Other Communication Disorders (PO1 DC03610) to Helen Tager–Flusberg. In addition, this study was conducted as part of the NICHD/NIDCD Collaborative Programs of Excellence in Autism. We thank the following individuals for their assistance in collecting and preparing the data reported in this article: Susan Bacalman, Laura Becker, June Chu, Susan Folstein, Anne Gavin, Margaret Kjelgaard, Lauren McGrath, Echo Meyer, and Shelly Steele. We are especially grateful to the children and families who generously participated in this study.

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Crossref · 10.1017/s095457940404444x

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  • Previous studies have demonstrated a link between ToM and EF in children and adolescents with ASD, specifically on set-shifting skills.

    “Previous studies have demonstrated a link between ToM and EF in children and adolescents with ASD, specifically on set-shifting skills (Joseph and Tager–Flusberg, 2004; Pellicano, 2007).”

    From Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions (2017) · cites this paper as Joseph and Tager–Flusberg, 2004

  • It has been difficult to clearly articulate the links between cognitive flexibility deficits and observed behavioral rigidity in autism.

    “Despite the strong face-validity of this relationship (Table 1), it has proven difficult to clearly articulate the links between them [6,7]”

    From The paradox of cognitive flexibility in autism (2009) · cites this paper as [6]

  • Linking performance on current cognitive flexibility measures to actual behavior has been difficult.

    “It has proven challenging to link performances on the current cognitive flexibility measures to actual behavior [6–10].”

    From The paradox of cognitive flexibility in autism (2009) · cites this paper as [6]

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Authors
JOSEPH, R. M., & TAGER–FLUSBERG, H.
Affiliations
Boston University (US)
ORCID
JOSEPH, ROBERT M.
Venue
Development and Psychopathology
Publisher
Cambridge University Press (CUP)
Published
2004-03
Volume
16
Issue
01
Pages
137-55
ISSN
  • 0954-5794 (ISSN-L)
  • 1469-2198
DOI
10.1017/s095457940404444x
PMC
PMC1201455
OpenAlex
W2170629018
Cited by
288
References
93
Citations by year
2026: 6 · 2025: 14 · 2024: 10 · 2023: 10 · 2022: 18 · 2021: 20 · 2020: 8 · 2019: 11 · 2018: 19 · 2017: 24 · 2016: 12 · 2015: 16 · 2014: 17 · 2013: 14 · 2012: 18
FWCI
4.88
Type
journal article
Language
en
Open access
Locations
  • Development and Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institutes of Health (7r03hd037898-03)
  • National Institute on Deafness and Other Communication Disorders (P01DC03610, P01DC003610)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03 HD 37898)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
Keywords
theory of mind, executive function, autism spectrum disorder, autism severity, false belief understanding, working memory, inhibitory control, planning, social reciprocity, repetitive behavior, children
MeSH terms
Adolescent, Autistic Disorder, Child, Child, Preschool, Cognition Disorders, Female, Humans, Language, Male, Neuropsychological Tests, Nonverbal Communication, Psychological Theory, Severity of Illness Index, Diagnostic and Statistical Manual of Mental Disorders

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