Precursores de la Teoría de la Mente en niños con discapacidad

Titolo Rivista CADMO
Autori/Curatori María Consuelo Sáiz-Manzanares, Miguel Ángel Carbonero-Martín, Lucas Valle Flores
Anno di pubblicazione 2014 Fascicolo 2014/1 Lingua Spagnolo
Numero pagine 12 P. 25-37 Dimensione file 82 KB
DOI 10.3280/CAD2014-001004
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Recent studies looking into the development of mental precursors link the acquisition of the Theory of Mind to the previous appearance of symbolic play. When performing symbolic play tasks, the development of causal reasoning skills represents a differential factor, which is essential to the subsequent acquisition of the Theory of Mind. A total of 45 children (24 boys and 21 girls), aged between 24 and 39 months (with a DQ of 58-69), diagnosed with different conditions (delayed cognitive development, delayed language development and/or Pervasive Developmental Disorder). The aim of the study is to analyse the relation between mental precursors and different disabilities. The results show that the most widely affected mental prerequisite was found to be the development of Symbolic Play, which is directly related to the development of causal reasoning. No significant differences based on the type of condition were detected. The evidence has shown that the development of mental precursors is not a uniform process. It would therefore be recommendable to offer specific training in the development of mental precursors related to the development of causal reasoning.

Keywords:Mental precursors, pre-verbal communication, Symbolic Play, socio-cognitive skills, training in premental skills.

  1. Aschersleben, G. (2006), “Early Development of Action Control”, Psychology Science, 48 (4), pp. 405-418. DOI: 10.1111/j.1467-7687.2008.00736.x
  2. Bates, E., Thal, D., Whitesell, K., Fenson, L., Oakes, L. (1989), “Integrating Language and Gesture in Infancy”, Developmental Psychology, 25, pp. 1004-1019.
  3. Baron-Cohen, S. (1995), Mind Blindness: An Essay on Autism and Theory of Mind, Cambridge, MA: The MIT Press.
  4. Baron-Cohen, S., Cross, P. (1992). Reading the eyes: Evidence for the development of a theory of mind. Mind & Language, 7, pp. 172-186.
  5. Baron-Cohen, S., Leslie, A.M., Frith, U. (1986), “Mechanical, Behavioral and Intentional Understanding of Picture Stories in Autistic Children”, British Journal of Developmental Psychology, 4, pp. 113-125.
  6. Baron-Cohen, S., Tager-Flusberg H., Cohen, D. (eds). (2000), Understanding Other Minds: Perspectives Developmental Cognitive Neuroscience, Oxford: Oxford University Press, 2nd ed.
  7. Bellagamba, F., Camaioni, L., Colonnesi, C. (2006), “Change in Children’s Understanding of Others’ Intentional Actions”, Developmental Science, 9, pp. 182-188.
  8. Camaioni, L., Perucchini, P., Bellagamba, F., Colonnesi, C. (2004), “The Role of Declarative Pointing in Developing a Theory of Mind”, Infancy, 5, pp. 291-308.
  9. Carbonero, M.A., Sáiz, M.C., Román, J.M. (2013), “Effect of a Metacognitive Training Program of Mentalist Skills”, Psicothema, 25 (1), pp. 31-37. DOI: 10.7334/psicothema2011.192
  10. Carpendale, J., Lewis, C. (2006), How Children develop Social Understanding, Oxford: Blackwell.
  11. Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., Drew, A. (2000), “Testing Joint Attention, Imitation, and Play as Infancy Precursors to Language and Theory of Mind”, Cognitive Development, 15, pp. 481-498.
  12. Doherty, M. J., Anderson, J.R., Howieson, L. (2009), “The Rapid Development of Explicit Gaze Judgment Ability at 3 Years”, Journal of Experimental Child Psychology, 104, pp. 296-312.
  13. Dunphy-Lelii, S., Wellman, H.M. (2012), “Delayed Self-recognition in Autism: A Unique Difficulty?”, Research in Autism Spectrum Disorders, 6, pp. 212-223. DOI: 10.1016/j.rasd.2011.05.002.Dunn,J.(1995),ConnectionsbetweenEmotionandUnderstandinginDevelopment,Hove:LawrenceErlbaumAssociates,vol.9
  14. Dunn, J. (1996), “The Emmanuel Miller Memorial Lecture 1995. Children’s Relationships: Bridging the Divide between Cognitive and Social Development”, Journal of Child Psychology and Psychiatry, 37, pp. 507-518.
  15. Einav, S., Hood, B.M. (2006), “Children’s Use of the Temporal Dimension of Gaze for Inferring Preference”, Developmental Psychology, 42, pp. 142-152. DOI: 10.1037/0012-1649.42.1.142
  16. Filippova, E., Astington, J.W. (2008), “Further Development in Social Reasoning Revealed in Discourse Irony Understanding”, Child Development, 79 (1), pp. 126-138.
  17. Flavell, J.H. (2004), “Theory-of-mind Development: Retrospect and Prospect”, Merrill-Palmer Quarterly Journal of Developmental Psychology, 50 (3), pp. 274-290.
  18. Flavell, J.H., Miller, P.H. (1998), “Social Cognition”, in D. Kuhn, R. Siegler, (eds), Handbook of Child Psychology, vol. 2. Cognition, Perception, and Language, New York: Wiley, pp. 851-898.
  19. Gopnik, A., Slaughter, V. (1991), “Young Children’s Understanding of Changes in Their Mental States”, Child Development, 62, pp. 98-110.
  20. Josse, D. (1997), Brunet-Lézine Revisado. Escala de desarrollo psicomotor de la primera infancia [Brunet-Lézine Reviewed. Scale of Psychomotor Development in Early Infancy], Madrid: Psymtéc.
  21. Karmiloff-Smith, A. (1992), Beyond Modularity: A Developmental Perspective on Cognitive Science, Cambridge, Mass: MIT Press; Spanish trans. Más allá de la modularidad: la ciencia cognitiva desde la perspectiva del desarrollo, Madrid: Alianza, 1994.
  22. Lane, J.D., Wellman, H.M., Olson, S.L., LaBounty, J., Kerr, D.C.R. (2010), “Theory of Mind and Emotion Understanding Predict Moral Development in Early Childhood”, British Journal of Developmental Psychology, 28, pp. 871-889. DOI: 10.1348/02615151009X3056
  23. Leslie, A.M. (1987), “Pretence and Representation: The Origins of ‘Theory of Mind’”, Psychological Review, 94 (4), pp. 412-426. DOI: 10.1037/0033-295X.94.4.412
  24. Leslie, A.M. (1994), “Pretending and Believing: Issues in the Theory of ToM”, Cognition, 50, pp. 211-238.
  25. Lowe, M., Costello, A. (1976), Symbolic Play Test, Windsor Britain: NFER-Nelson Publishing.
  26. Meltzoff, A.N. (1995), “Understanding the Intention of Others: Re-enactment of Intended Acts by 18-month-olds”, Developmental Psychology, 31, pp. 838-850.
  27. Muir, D., Hains, S. (1999), “Young Infants’ Perception of Adult Intentionality: Adult Contingency and Eye Direction”, in P. Rochat (ed), Early Social Cognition: Understanding Others in the First Months of Life, Mahwah, NJ: Lawrence Erlbaum Associates, pp. 155-187.
  28. Olineck, K.M., Poulin-Dubois, D. (2005), “Infants’ Ability to Distinguish between Intentional and Accidental Actions and Its Relation to Internal State Language”, Infancy, 8 (1), pp. 91-100.
  29. Olineck, K.M., Poulin-Dubois, D. (2007), “Imitation of Intentional Actions and Internal State Language Predict Preschool Theory of Mind Skills”, European Journal of Developmental Psychology, 4 (1), pp. 14-30.
  30. Phillips, A.T., Wellman, H.M., Spelke, E.S. (2002), “Infants’ Ability to connect Gaze and Emotional Expression to Intentional Action”, Cognition, 85, pp. 53-78.
  31. Povinelli, D. (2001), “On the Possibility of Detecting Intentions Prior to Understanding Them”, in B. Malle, L. Moses, D. Baldwin (eds), Intention and Intentionality, Cambridge, MA: MIT Press, pp. 225-248.
  32. Riviére, A., García, M.A., Nuñez, M. (2000), “Teoría de la Mente en Síndrome Down: Una revaluación de la hipótesis de la ‘normalidad mentalista’” [Theory of the Mind in Down’s Syndrome. A Revaluation of the Hypothesis of “Mentalist Normality”], in J.M. Ruiz-Vargas, M. Belinchón (eds), Ángel Riviére Obras escogidas. Volumen I: Diálogos sobre Psicología: De los cómputos mentales al significado de la conciencia, Madrid: Panamericana, pp. 73-88.
  33. Reynell, J.K., Gruber, C.P. (1990), Reynell Developmental Language Scales, Madrid: MEPSA.
  34. Sáiz, M.C., Carbonero, M.A., Flores, V. (2010), “Análisis del procesamiento en tareas tradicionalmente cognitivas y de teoría de la mente en niños de 4 y 5 años” [Types of Responses in 4-5-year-old Children in Conservation, and Theory of Mind Tasks], Psicothema, 22 (4), pp. 772-777.
  35. Sáiz, M.C., Carbonero, M.A., Román, J.M. (2012), “Investigación y formación del profesorado en el aula: Desarrollo de habilidades proto-mentalistas en alumnos de escuela infantil con necesidades educativas especiales” [Research and Training of Teachers in the Classroom: Development of Proto-mentalist Skills in Kindergarten Pupils with Special Educational Needs], Revista Electrónica Interuniversitaria de Formación del Profesorado, 15 (1), pp. 27-36.
  36. Sáiz, M.C., Román, J.M. (2010), Programa de desarrollo de habilidades mentalistas en niños pequeños [Program for the Development of Mentalist Skills in Small Children], Madrid: CEPE.
  37. Sáiz, M.C., Román, J.M. (2011), Estimulación Mentalista en la Primera Infancia [Mental Stimulation in First Childhood], Madrid: CEPE.
  38. Sodian, B., Thoermer, C. (2008), “Precursor to a Theory of Mind in Infancy: Perspectives for Research on Autism”, The Quarterly Journal of Experimental Psychology, 61, pp. 27-39.
  39. Schult, C.A., Wellman, H.M. (1997), “Explaining Human Movements and Actions: Children’s Understanding of the Limits of Psychological Explanation”, Cognition, 62, pp. 291-324.
  40. Ungerer, J.A., Sigman, M. (1984), “The Relation of Play and Sensorimotor Behavior to Language in the Second Year”, Child Development, 55, pp. 1448-1455.
  41. Tomasello, M. (1999), “Having Intentions, Understanding Intentions, and Understanding Communicative Intentions”, in P.D. Zelazo, J.W. Astington, D.R. Olson (eds), Developing Theories of Intention: Social Understanding and Self-control, Mahwah, NJ: Erlbaum, pp. 63-75.
  42. Wellman, H.M., Gelman, S.A. (1998), “Knowledge Acquisition in Foundational Domains”, in D. Kuhn, R. Siegler (eds), Cognition, Perception and Language, New York: Wiley, 5th ed., vol. 2 of the Handbook of child psychology, pp. 523-573.
  43. Wellman, H.M., Langutta, K.H. (2000), “Developing Understanding of Minds”, in S. Baron-Cohen, H. Tager-Flusberg, D.J. Cohen (eds), Understanding Other Minds: Perspectives from Developmental Cognitive Neuroscience, Oxford: University Press, pp. 21-49.
  44. Wellman, H.M., Langutta, K.H. (2004), “Theory of Mind for Learning and Teaching: The Nature Role of Explanation”, Cognitive Development, 19, pp. 479-497.
  45. Wellman, H.M., Lopez-Duran, S., LaBounty, J., Hamilton, B. (2008), “Infant Attention to Intentional Action predicts Preschool Theory of Mind”, Developmental Psychology, 44 (2), pp. 618-623.
  46. Wellman, H.M., Phillips, A. (2001), “Developing Intentional Understandings”, in B. Malle, L.J. Moses, D.A. Baldwin (eds), Intentions and Intentionality, Cambridge: Mass.: MIT Press.
  47. Wellman, H.M., Phillips, A.T., Dunphy-Lelii, S., LaLonde, N. (2004), “Infant Social Attention predicts Preschool Social Cognition”, Developmental Science, 7, pp. 283-288.
  48. Woodward, A.L. (1998), “Infants Selectively Encode the Goal Object of an Actor’s Reach”, Cognition, 69 (1), pp. 1-34.
  49. Woodward, A.L. (1999), “Infants’ Ability to distinguish between Purposeful and Nonpurposeful Behaviors”, Infant Behavior and Development, 22, pp. 145-160.

  • Metacognitive Precursors: An Analysis in Children with Different Disabilities María Sáiz Manzanares, Miguel Carbonero Martín, in Brain Sciences /2017 pp.136
    DOI: 10.3390/brainsci7100136
  • Analysis of functional development in children 0-6 years: a pilot study using a web application, eEarlyCare, and data mining techniques (Preprint) Maria Consuelo Sáiz-Manzanares, Raúl Marticorena Sánchez, Álvar Arnaiz-González, in JMIR Formative Research /2020
    DOI: 10.2196/25936

María Consuelo Sáiz-Manzanares, Miguel Ángel Carbonero-Martín, Lucas Valle Flores, Precursores de la Teoría de la Mente en niños con discapacidad in "CADMO" 1/2014, pp 25-37, DOI: 10.3280/CAD2014-001004