Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention | Zendy

Brad Farrant | Zendy; Janet Fletcher | Zendy; Murray T. Maybery | Zendy

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Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention

Author(s) -

Brad Farrant,

Janet Fletcher,

Murray T. Maybery

Publication year - 2014

Publication title -

child development research

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.322

H-Index - 4

eISSN - 2090-3987

pISSN - 2090-3995

DOI - 10.1155/2014/741543

Subject(s) - cognitive flexibility , flexibility (engineering) , psychology , cognition , theory of mind , psychological intervention , developmental psychology , cognitive psychology , psychiatry , statistics , mathematics

The present study analyzed the concurrent and longitudinal relations among cognitive flexibility, theory of mind, and hyperactivity/inattention in a sample of 70 typically developing children (M age = 61.4 months, SD = 8.3 months). Mothers and teachers reported on children’s hyperactivity/inattention using the strengths and difficulties questionnaire (Goodman, 1997), cognitive flexibility was measured using the dimension change card sort task (Zelazo, 2006), and theory of mind was assessed using a battery of tasks. Cognitive flexibility and theory of mind scores were found to be significantly negatively correlated with the level of hyperactivity/inattention at both time points. Furthermore, year 1 cognitive flexibility score was found to be a significant predictor of year 2 hyperactivity/inattention score after controlling for child age, gender, and year 1 hyperactivity/inattention score. Directions for future research include training studies which would further our understanding of these relationships and allow more effective interventions

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