Cargando…
“Where’s Wally?” Identifying theory of mind in school-based social skills interventions
This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognitio...
Autores principales: | , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9646489/ https://www.ncbi.nlm.nih.gov/pubmed/36389472 http://dx.doi.org/10.3389/fpsyg.2022.600699 |
_version_ | 1784827176316567552 |
---|---|
author | O’Grady, Aneyn M. Nag, Sonali |
author_facet | O’Grady, Aneyn M. Nag, Sonali |
author_sort | O’Grady, Aneyn M. |
collection | PubMed |
description | This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables (DVs) in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies (conducted from 2012 to 2019) on social-cognitive skill with typically-developing children ages 3–11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: “Representation of Others and/or Self,” “Knowledge/Awareness of Mental States,” “Attributions/Explanations of Mental States,” “Social Competence,” “Predicting Behavior,” and “Understanding Complex Social Situations.” The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review’s ToM framework constructs as either skills or competences within the construct of ‘Representation of Others and/or Self’ is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill (i.e., presence or lack), yet the development of ToM can nevertheless be supported by the school environment. |
format | Online Article Text |
id | pubmed-9646489 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-96464892022-11-15 “Where’s Wally?” Identifying theory of mind in school-based social skills interventions O’Grady, Aneyn M. Nag, Sonali Front Psychol Psychology This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables (DVs) in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies (conducted from 2012 to 2019) on social-cognitive skill with typically-developing children ages 3–11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: “Representation of Others and/or Self,” “Knowledge/Awareness of Mental States,” “Attributions/Explanations of Mental States,” “Social Competence,” “Predicting Behavior,” and “Understanding Complex Social Situations.” The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review’s ToM framework constructs as either skills or competences within the construct of ‘Representation of Others and/or Self’ is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill (i.e., presence or lack), yet the development of ToM can nevertheless be supported by the school environment. Frontiers Media S.A. 2022-10-26 /pmc/articles/PMC9646489/ /pubmed/36389472 http://dx.doi.org/10.3389/fpsyg.2022.600699 Text en Copyright © 2022 O’Grady and Nag. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology O’Grady, Aneyn M. Nag, Sonali “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title | “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title_full | “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title_fullStr | “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title_full_unstemmed | “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title_short | “Where’s Wally?” Identifying theory of mind in school-based social skills interventions |
title_sort | “where’s wally?” identifying theory of mind in school-based social skills interventions |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9646489/ https://www.ncbi.nlm.nih.gov/pubmed/36389472 http://dx.doi.org/10.3389/fpsyg.2022.600699 |
work_keys_str_mv | AT ogradyaneynm whereswallyidentifyingtheoryofmindinschoolbasedsocialskillsinterventions AT nagsonali whereswallyidentifyingtheoryofmindinschoolbasedsocialskillsinterventions |