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PubMed2006

Incremental validity of mindfulness-based attention in relation to the concurrent prediction of anxiety and depressive symptomatology and perceptions of health.

This investigation evaluated the role of mindfulness-based attention in concurrently predicting anxiety and depressive symptomatology and perceived health functioning in a community sample of 170 young adults (95 females; mean age (Mage) = 22.2 years, SD = 7.6). Partially consistent with prediction, results indicated that, relative to negative and positive affectivity and emotional expression and processing associated with approach-oriented coping, mindfulness-based attention incrementally predicted anhedonic depressive, but not anxious arousal, symptoms. Additionally, consistent with prediction, mindfulness-based attention demonstrated incremental validity in relation to perceived health, and the degree of impairment of health in terms of physical and mental functioning. Results are discussed in relation to the construct development of mindfulness-based attention, and specifically, the role(s) of this factor in emotional and physical health processes.

Adult↗

PubMed2002

Age and language skills of deaf children in relation to theory of mind development.

Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development.

Journal Article↗

PubMed2001

Structural and functional studies of MinD ATPase: implications for the molecular recognition of the bacterial cell division apparatus.

Proper placement of the bacterial cell division site requires the site-specific inactivation of other potential division sites. In Escherichia coli, selection of the correct mid-cell site is mediated by the MinC, MinD and MinE proteins. To clarify the functional role of the bacterial cell division inhibitor MinD, which is a membrane-associated ATPase that works as an activator of MinC, we determined the crystal structure of a Pyrococcus furiosus MinD homologue complexed with a substrate analogue, AMPPCP, and with the product ADP at resolutions of 2.7 and 2.0 A, respectively. The structure reveals general similarities to the nitrogenase iron protein, the H-Ras p21 and the RecA-like ATPase domain. Alanine scanning mutational analyses of E.coli MinD were also performed in vivo. The results suggest that the residues around the ATP-binding site are required for the direct interaction with MinC, and that ATP binding and hydrolysis play a role as a molecular switch to control the mechanisms of MinCDE-dependent bacterial cell division.

Adenosine Triphosphatases↗

PubMed2004

Coping with infertility: a body-mind group intervention programme for infertile couples.

BACKGROUND: The recognition of the distressing character of infertility diagnosis and treatment has led to the development of several psychosocial interventions for infertile couples. At the Leuven University Fertility Centre, a body-mind marital group intervention was developed to help infertile couples cope with the distress related to infertility. METHODS AND RESULTS: This treatment programme was originally adapted from a mind-body approach, but integrated concepts and techniques from body-oriented therapy, art therapy and multi-family group therapy. In this paper, the therapeutic foundations, treatment goals and practical implications of the mind-body marital group intervention are outlined. Further, the treatment procedure is explained in detail and illustrated by clinical vignettes. CONCLUSIONS: Although the first clinical impressions about the usefulness of the body-mind group programme in fertility clinics seem promising, further research is needed to assess its effectiveness.

Adaptation, Psychological↗

PubMedDate not supplied

Mind-mapped care plans: a remarkable alternative to traditional nursing care plans.

Nursing care plans have helped students learn problem solving for nursing practice, but creativity and the interrelationship of patient problems are not stimulated by their linear nature. Joining mind mapping with care planning forces connections, engages whole brain thinking, and stimulates creativity. The authors describe mind mapping, infusion of mind-mapped care plans into the curriculum, the teaching/learning process of mapped care plans, and the positive outcomes of mind mapping nursing care plans.

Colorado↗

PubMed2004

Theory of mind performance in schizophrenia: diagnostic, symptom, and neuropsychological correlates.

The purpose of this study was to explore the relationship between Theory of Mind (ToM) performance and schizophrenia subtype, symptom, and neuropsychological variables. One hundred twenty-eight stable outpatients with schizophrenia or schizoaffective disorder were assessed during the intake phase of a vocational and cognitive rehabilitation study. Results indicate that ToM performance differed significantly by schizophrenia diagnosis, with people diagnosed with disorganized schizophrenia performing the most poorly. Theory of Mind performance was also significantly correlated with measures of thought disorder and verbal memory. Regression analysis revealed that thought disorder and verbal memory measures explained 30% of the variance in ToM scores. Findings suggest that there is theory of mind variance in the schizophrenia population and theory of mind is strongly related to thought disorder, verbal memory, and cognitive disorganization. Contrary to previous reports, ToM was not related to measures of paranoia.

Adult↗

PubMedDate not supplied

The relation between children's and mothers' mental state language and theory-of-mind understanding.

This study investigated the relation between mothers' utterances and theory of mind in a longitudinal study involving three time points over 1 year. Mothers were asked to describe some pictures to 82 children at all three time points. Mothers' use of mental state utterances in these descriptions at early time points was consistently correlated with later theory-of-mind understanding. This was true even when a number of potential mediators were accounted for, including children's own use of mental state language, their earlier theory-of-mind understanding, their language ability, their age, mothers' education, and other types of mother utterances. Mothers' mental state utterances seemed genuinely causal because early theory-of-mind ability was not related to later mother mental state utterances (i.e., it was not a reciprocal relation). Results also showed that children's desire talk preceded their talk about beliefs.

Child↗

PubMedDate not supplied

Theory of mind and self-control: more than a common problem of inhibition.

This study tested the theory that advances on theory-of-mind tasks and on executive function tasks show a strong correlation because the typically used theory-of-mind tasks pose the same executive demands. In Experiment 1 with fifty-six 3- to 6-year-old children, performance on the dimensional change card-sorting task as an executive function task was correlated with performance on the usual false-belief prediction task, r = .65, and the false-belief explanation task, r = .65, as measures of theory-of-mind development. Because the explanation version of the false-belief test is supposed to be free of the alleged executive demands inherent in the prediction version, the equally strong correlation with the executive function task suggests that this correlation cannot be due to common executive demands. In Experiment 2, the basic finding of Experiment 1 was replicated on another sample of 73 children, ages 3 to 5.5 years. The need for new theories to explain the developmental link between theory of mind and executive function development is discussed, and some existing candidates are evaluated.

Child↗

PubMed2004

Openness to experience and boundaries in the mind: relationships with cultural and economic conservative beliefs.

The present research investigates whether Openness to Experience and Boundaries in the mind are related to conservatism. In the first study, significant relationships between several scales of the Boundaries in the mind questionnaire and indicators of conservative beliefs were obtained in an adult sample (N=78) as well as in a sample of political party activists (N=44). In the second study, these negative relationships between conservatism and thin boundaries were replicated in an adult sample (N=225). Moreover, two dimensions representing Boundaries in the mind were identified, one positively related to Openness to Experience and negatively to conservatism and the second showing high positive correlations with Neuroticism. The exceptionally strong correlations between conservatism and the Boundaries in the mind facet scales Opinions about organizations, Opinions about beauty, truth, Edges, lines, clothing and Opinions about peoples, nations, groups are discussed, as well as the weak relationships between economic conservatism and Openness to Experience.

Adolescent↗

PubMed2004

Relationship between theory of mind and language ability in children and adolescents with intellectual disability.

BACKGROUND: The present study was designed to evaluate the validity of the false belief task as a measure of theory of mind development in individuals with intellectual disability (ID). In most if it variants, the false belief task is linguistically demanding. This raises the possibility that the finding that individuals with ID do poorly on it might reflect language difficulties rather than theory of mind difficulties. Complicating matters further, however, is the fact that there are theoretical reasons to suppose that there might be a relationship between some dimensions of language ability and theory of mind development in individuals with ID (as well as in other populations). METHOD: In the present study, children and adolescents with ID and typically developing (non-verbal) mental age matches completed a standard false belief task and several tasks designed to measure language ability. RESULTS: We reasoned that a pattern in which false belief performance was correlated with all measures of language ability would reflect an artefactual relationship, whereas a more highly circumscribed, theoretically sensible pattern of correlations that was similar across both groups would support the validity of the false belief task. CONCLUSIONS: The results indicated that for individuals with ID who have limited narrative language skills, those limitations contribute substantially to their failure on the false belief task. For individuals with ID who have more highly developed narrative language skills (about 40% of the sample tested), however, the false belief task may provide a valid measure of their progress towards acquiring an adequate theory of mind. This latter conclusion was suggested by the fact screening out individuals who failed to meet linguistic and cognitive prerequisites for dealing with the performance demands of the false belief task yielded non-significant correlations between false belief performance and the language measures for both the group with ID and the typically developing comparison group.

Adolescent↗

PubMedDate not supplied

Relative roles of general and complementation language in theory-of-mind development: evidence from Cantonese and English.

Complex complements are clausal objects containing tensed verbs (e.g., that she cried) or infinitives (e.g., to cry), following main verbs of communication or mental activities (e.g., say, want). This research examined whether English- and Cantonese-speaking 4-year-olds' complement understanding uniquely predicts their representation of other minds (i.e., theory of mind). Results showed that neither meaning of main verbs (communication vs. desire) nor complement structure (tensed vs. infinitival) affected the correlation between complement understanding and theory of mind. More important, the correlation became insignificant after controlling for general language comprehension. These findings led to the conclusion that the syntax of complement per se does not contribute uniquely to theory-of-mind development; general language comprehension is a more important factor to consider.

Child, Preschool↗

PubMed2006

Scaling of theory-of-mind understandings in Chinese children.

Prior research demonstrates that understanding of theory of mind develops at different paces in children raised in different cultures. Are these differences simply differences in timing, or do they represent different patterns of cultural learning? That is, to what extent are sequences of theory-of-mind understanding universal, and to what extent are they culture-specific? We addressed these questions by using a theory-of-mind scale to examine performance of 140 Chinese children living in Beijing and to compare their performance with that of 135 English-speaking children living in the United States and Australia. Results reveal a common sequence of understanding, as well as sociocultural differences in children's developing theories of mind.

Australia↗

PubMed2006

The death of a mind: a study of Shakespeare's Richard III.

Some of the most difficult aspects of our work involve our encounters with states of mind which are steeped in and spread violence. In these circumstances, we experience our best efforts to offer empathic presence and thought to avoid being assaulted and obliterated. In these instances, a figure from literature depicting the details in question may come to our aid. In the play popularly known as Richard III,William Shakespeare depicts how the state of mind which is etched by grievance and committed to revenge may impose the 'winter of (its) discontent' upon the sunny dispositions of others' healthy, integrated functioning. Shakespeare masterfully depicts Richard's cunning and malice, but he also illustrates how this vengeful state uses guile and 'changes of shape' to seduce its way past protective boundaries, utilizing the human qualities of trust, open-heartedness and longing as pathways for invasion, betrayal and emotional devastation. This paper will view excerpts of the play's text from a psychoanalytic perspective which suggests that several clear lessons about this obliterative state of mind may be gleaned: that grievance can only operate to spread grievance and destruction; that our open-hearted and trusting qualities do make us vulnerable to such invasion and betrayal, but that our humanity is also the only avenue for rescue from this plight. In addition a clear lesson is offered about the value of protected 'sanctuary', that is, mental space where our most potent tool in these circumstances, our discerning minds, might find residence.

Drama↗

PubMed1991

Executive function deficits in high-functioning autistic individuals: relationship to theory of mind.

A group of high-functioning autistic individuals was compared to a clinical control group matched on VIQ, age, sex and SES. Significant group differences were found on executive function, theory of mind, emotion perception and verbal memory tests, but not on spatial or other control measures. Second-order theory of mind and executive function deficits were widespread among the autistic group, while first-order theory of mind deficits were found in only a subset of the sample. The relationship of executive function and theory of mind deficits to each other, and their primacy to autism, are discussed.

Adolescent↗

PubMed1994

Wechsler IQ profile and theory of mind in autism: a research note.

The unusually uneven intelligence test profile found in autism has been consistently replicated. However, few psychological theories of autism give prominence to this feature. Nor is it clear how currently influential theories, such as the theory of mind account or the executive function hypothesis, can explain the marked peaks and troughs found in the performance of both high- and low-functioning individuals with autism. The present study reports the pattern of Wechsler subtest results for subjects with autism who do or do not pass standard theory of mind tasks. The results suggest that while difficulty with the Comprehension subtest may reflect poor theory of mind, relative skill on the Block Design subtest is characteristic of subjects with autism regardless of theory of mind performance. Implications of this finding for the central coherence hypothesis are considered.

Adolescent↗

PubMed1995

Deafness, conversation and theory of mind.

The child's developing theory of the mind as an interconnected network of beliefs, desires and feelings that govern behaviour provides a cornerstone for social and intellectual life. Recent research has suggested that autistic children have difficulty acquiring such a theory. Although it is speculated that a specific neurological deficit may be responsible for autistic children's difficulties on false belief tasks devised to test a theory of mind, these may also be due to a lack of exposure to conversation about mental states. In this study we explored the development of a theory of mind in a group of 26 signing, prelingually-deaf Australian children of normal intelligence, aged 8-13 years. Results revealed that 65% of these deaf children failed a simple test of false belief which normal preschoolers, mentally retarded children, and other handicapped groups--apart from children with autism--routinely pass at a mental age of 4-5 years. No significant difference emerged between deaf children's performance and that of autistic children tested on the same task in previous research. We discuss the results in terms of a conversational account of the development of a theory of mind in deaf children, and the extent to which this account is applicable to children with autism.

Adolescent↗

PubMed1995

Theory of mind in children with autistic disorder: evidence of developmental progression and the role of verbal ability.

The present study investigated theory of mind in two groups of autistic children with markedly different verbal mental ages but comparable nonverbal ability and chronological ages, using a range of theory of mind belief tasks. The aims were to look for evidence of developmental progression of theory of mind ability in autistic children and to examine the role played by verbal ability in task performance. The results showed hierarchical patterns of performance across tasks, suggesting a developmental sequence of emerging aspects of theory of mind ability. There was clear evidence that verbal ability is an important contributor to successful task performance.

Adolescent↗

PubMed2006

Maternal attachment state of mind moderates the impact of postnatal depression on infant attachment.

BACKGROUND: Empirical studies have revealed a significant, but modest association between maternal depression and insecure mother-child attachment. Across studies, however, a substantial number of mothers with depression are able to provide a sensitive caretaking environment for their children. This paper aimed to explore whether a mother's own state of mind regarding attachment moderated the association between postpartum depression and insecure mother-child attachment. METHODS: Mothers (n = 111), mainly middle-class mothers, and their infants participated in a longitudinal study of postnatal depression, maternal attachment state of mind and child attachment. Depression was assessed using a diagnostic interview (at 4 and 12 months) and symptom checklists (at 4, 12 and 15 months). The Adult Attachment Interview was conducted at 12 months and the Strange Situation procedure at 15 months. RESULTS: Mothers diagnosed as depressed were more likely to have an insecure state of mind regarding attachment. Infants of chronically depressed mothers were more likely to be insecurely attached; however, the relationship between maternal depression and child attachment was moderated by maternal attachment state of mind. CONCLUSIONS: Results are discussed with reference to resiliency factors for women with postnatal depression and implications for intervention.

Adult↗