Theory of Mind and Developmental Learning Disorders

Theory of Mind (ToM) is the cognitive human ability to attribute mental states to ourselves and others to explain and predict behavior (Flavell, 2004), thus allowing the individual to "function socially" and to distinguish between intentional and accidental behavior. Several studies, in literature, demonstrate associations between "false belief" understanding and social conduct (Capage and Watson, 2001; Hughes and Leekam, 2004; Liddle and Nettle, 2006; Razza and Blair, 2009; Wellman, Cross and Watson, 2001). However, they are mainly focused on autism spectrum disorders and seem to neglect other profiles associated with social difficulties such as Conduct Disorder, Oppositional Defiant Disorder, Nonverbal Learning Disability, and ADHD. A Scoping Review focusing on the Theory of Mind, Executive Functions, and Learning Disorders, searching for correlations between these 3 constructs was conducted. 7 articles met all the inclusion criteria: four studies analyzed the executive functions in DLD and only one also considered the relationship between these and emotions recognition. A great literature lack was detected since only one study took into account and related the three sought constructs. 44 children and teens between 4th and 8th grade with Learning Disorders were the participants of the current study. Emotions Recognition and Social Skills were assessed through two standardized subtests from NEPSY- II (Korkman, Kirk, and Kemp, 2011) and a qualitative measurement taken from TRIAD SOCIAL SKILLS ASSESSMENT (Stone et al., 2010). Expressive and Receptive Language was assessed through the Vocabulary WISC-IV subtest (Wechsler, 2012) and Peabody Picture Vocabulary Test—Revised (Stella et. al. 2000); in addition, a test for comprehending sentences' implied meanings, which go beyond their actual meaning, was administered (Metaphors subtest from Language Pragmatic Abilities - APL Medea; Lorusso, 2009). Executive Functions were examined through four tasks from NEPSY-II (Korkman et al, 2011), WISC-IV (Wechsler, 2012), and CAS2 (Naglieri, Das, and Goldstein, 2005). No significant below-average scores were found; implications and limits of the research will be highlighted.