Relations of Cool and Hot Executive Functions with Cognitive and Affective Theory of Mind in Preschool Children: The Intertwined Development of Cognitive and Social skills.

Proponente Emiddia Longobardi - Professore Ordinario
Sottosettore ERC del proponente del progetto
Componenti gruppo di ricerca
Componente Categoria
Sabine Pirchio Componenti strutturati del gruppo di ricerca
Mara Morelli Componenti strutturati del gruppo di ricerca
Componente Qualifica Struttura Categoria
Pietro Spataro Professore Associato, tempo definito, M-PSI/03 Universitas Mercatorum, Roma Altro personale aggregato Sapienza o esterni, titolari di borse di studio di ricerca

Although the association between executive functions (EFs) and Theory-of-Mind (ToM) has been often investigated, the way in which everyday difficulties in cool and hot EFs relate to measures of cognitive and affective ToM in preschoolers is currently unclear, for two reasons. First, because studies that distinguished between cognitive and affective ToM did not examine preschoolers below 5 years. Second, because previous research investigating the links between EFs and ToM has almost always relied on performance-based executive measures. To our knowledge, only few studies have used standardized questionnaires (such as the Behavior Rating Inventory of Executive Function: BRIEF-P) measuring both cool and hot EFs outside of the laboratory setting, even if these questionnaires can be more valid in identifying the severity of children EFs' deficits in everyday life, as reported by adults that interact with them in different contexts (e.g. caregivers, parents, teachers). Thus, the primary aim of the present cross-sectional project will be to ascertain whether cognitive and affective ToM skills are related to EFs problems in different subscales of the BRIEF-P in preschoolers, controlling for age and language ability. The results will have implications: a) for understanding if and how the associations between EFs and cognitive/affective ToM vary depending on the methods used to assess executive functions (direct vs. indirect measures, i.e. performances in laboratory settings vs behavioral ratings in daily activities); and b) for developing effective intervention programs aimed at increasing preschoolers' socio-cognitive competences thorough the improvement of their EFs skills.

SH4_1, SH4_7, SH4_2

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