Abstract
The objective of the present study was to determine the influence of social risk in the performance of Colombian adolescents in ToM and EF tasks. The participants were 78 adolescents (41 in social risk and 37 controls) between 13 and 16 years of age. The Stroop Test, the Pyramid of Mexico subtest and the Faux Pas Recognition Test where used to assess inhibitory Control, Planning and ToM in the participants, respectively. Although no significant differences were found in the executive functions of Inhibiting Control and Planning, some differences were found in the performance of the ToM test. Additionally, whereas in the control group a relationship between ToM and executive functions was observed, in the at social risk group these processes were not related. These findings reveal that being at social risk does not affect the Executive Functions of Control and Planning but it does have an effect in the ability to make inferences about the mental states of others. Moreover, being at social risk can be an environmental factor that can dissociate the development process of social cognition and executive functions, which are supposed to occur parallelly.
Aboulafia-Brakha, T., Christe, B., Martory, M. D., & Annoni, J. M. (2011). Theory of mind tasks and executive functions: a systematic review of group studies in neurology. Journal of Neuropsychology, 5(1), 39–55.
Aguilera, C. (2008). Análisis del concepto familia en el discurso de un menor en riesgo social. Cyber Humanitatis, 45(15).
Apperly, I. (2011). Mindreaders. The cognitive basis of “Theory of Mind”. New York: Psychology Press.
Apperly, I., Samson, D., & Humphreys, G. W. (2005). Domain-specificity and theory of mind: Evaluating neuropsychological evidence. Trends in Cognitive Sciences, 9(12), 572-577. http://doi.org/10.1016/j.tics.2005.10.004
Arango, O., & Puerta, I. (2008). El papel de la función ejecutiva en la conducta, la cognición y la emoción. In D. Pineda (Ed.), 10 años de investigación en neuropsicología (pp. 83–97). Medellín: Universidad de San Buenaventura.
Arce, R., Seijo, D., Fariña, F., & Mohamed-Mohand, L. (2010). Comportamiento antisocial en menores: Riesgo social y trayectoria natural de desarrollo. Revista Mexicana de Psicología, 27(2), 127.
Barroso, J. M., & Carrión, J. L. (2002). Funciones ejecutivas: control, planificación y organización del conocimiento. Revista de Psicología General Y Aplicada: Revista de La Federación Española de Asociaciones de Psicología, 55(1), 27–44.
Benarous, X., Guilé, J.-M., Consoli, A., & Cohen, D. (2015). A Systematic Review of the Evidence for Impaired Cognitive Theory of Mind in Maltreated Children. Frontiers in Psychiatry, 6(July), 108. doi: http://doi.org/10.3389/fpsyt.2015.00108
Benson, J. E., & Sabbagh, M. A. (2009). Theory of mind and executive functioning: a developmental neuropsychological approach. In P. D. Zelazo, M. Chandler, y E. Crone (Eds.), Developmental social cognitive neuroscience (pp. 63–80). New York: Psychology Press.
Blair, C. (2016). Executive function and early childhood education. Current Opinion in Behavioral Sciences, 10, 102–107. doi: http://doi.org/10.1016/j.cobeha.2016.05.009
Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry and Allied Disciplines, 47(3-4), 296-312. doi: http://doi.org/10.1111/j.1469-7610.2006.01611.x
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen y T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 1643–1647). Oxford: Elsevier.
Brüne, M. (2004). Schizophrenia - An evolutionary enigma? Neuroscience and Biobehavioral Reviews, 28(1), 41-53. doi: http://doi.org/10.1016/j.neubiorev.2003.10.002
Bunge, S., Dudokovic, N., Thomason, M., Vaidya, C., & Gabrieli, J. D. E. (2002). Immature frontal lobe contributions to cognitive control in children: evidence from fMRI. Neuron, 17, 301–311.
Cañabate, C. (2014). Cognición social. In R. Redolar (Ed.), Neurociencia cognitiva (pp. 693–717). Madrid: Editorial Panamericana.
Carlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The Relation Between Executive Function and Theory of Mind is More Than Skin Deep. Journal of Cognition and Development, 16(1), 186–197. doi: http://doi.org/10.1080/15248372.2013.824883
Carlson, S. M., Moses, L. J., & Claxton, L. J. (2004). Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87(4), 299–319. doi: http://doi.org/10.1016/j.jecp.2004.01.002
Carpendale, J. I. M., & Lewis, C. (2010). The Development of Social Understanding. In The Handbook of Life-Span Development. John Wiley & Sons, Inc. doi: http://doi.org/10.1002/9780470880166.hlsd001017
Chen, E., Langer, D. A., Raphaelson, Y. E., & Matthews, K. A. (2004). Socioeconomic status and health in adolescents: The role of stress interpretations. Child Development. doi: http://doi.org/10.1111/j.1467-8624.2004.00724.x
Choudhury, S., Blakemore, S.-J., & Charman, T. (2006). Social cognitive development during adolescence. Social Cognitive and Affective Neuroscience, 1(3), 165–74. doi: http://doi.org/10.1093/scan/nsl024
Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191-1202. doi: http://doi.org/10.2147/NDT.S104620
De los Reyes-Aragón, C., Amar Amar, J., De Castro Correa, A., Lewis Harb, S., Madariaga, C., & Abello-Llanos, R. (2016). The care and development of children living in contexts of poverty. Journal of Child and Family Studies, (online first), 1-7.
Dennis, M. (2006). Prefrontal cortex: Typical and atypical development. In The frontal lobes: Development, function and pathology (pp. 128–162). Cambridge: Cambridge University Press.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–68. doi: http://doi.org/10.1146/annurev-psych-113011-143750
Escartí Carbonell, A., Gutiérrez, M., Pascual, C., Marín Suelves, D., Martínez Taboada Kutz, C., & Chacón Flores, Y. (2006). Enseñando responsabilidad personal y social a un grupo de adolescentes de riesgo un estudio «observacional». Revista de Educación, 341, 373–396.
Feres, J. C., & Mancero, X. (2001). El método de las necesidades básicas insatisfechas (NBI) y sus aplicaciones en América Latina. In Serie estudios estadísticos y prospectivos (p. 56). Santiago de Chile: Naciones Unidas.
Fiske, S., & Taylor, S. (2007). Social Cognition: From Brains to Culture. New York: McGraw Hill.
Frye, D. (2000). Theory of mind, domain specificity, and reasoning. In P. Mitchell y K. J. Riggs (Eds.), Children’s reasoning and the mind (pp. 149–167). Hove, U.K: Psychology Press.
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, a C., … Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–9. doi: http://doi.org/10.1073/pnas.0402680101
Golden, C. J. (2001). Stroop: Test de colores y palabras (3rd ed.). Madrid: TEA Ediciones.
Gómez, M., Molina, D., & Arana, M. (2013). Teoría de la mente en un grupo de personas vinculadas al conflicto armado y en proceso de resocialización. Revista Colombiana de Ciencias Sociales, 4(2), 244–257.
Gregory, C., Lough, S., Stone, V. E., Erzinclioglu, S., Martin, L., Baron-Cohen, S., & Hodges, J. (2002). Theory of mind in frontotemporal dementia and Alzheimer’s disease: Theoretical and practical implications. Brain, 125, 752–764.
Hale, C., & Tager-flusberg, H. (2003). The Influence of Language on Theory of Mind: A Training Study. Developmental Science, 6(3), 346–359. doi: http://doi.org/10.1111/1467-7687.00289
Harris, P. (2005). Conversation, pretense, and Theory of Mind. En J. W. Astington y J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70-83). Nueva York: Oxford University Press.
Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233–253. doi: http://doi.org/10.1111/j.2044-835X.1998.tb00921.x
Knobe, J. (2005). Theory of mind and moral cognition: Exploring the connections. Trends in Cognitive Sciences, 9(8), 357-359. doi: http://doi.org/10.1016/j.tics.2005.06.011
Leon-Carrion, J., García-Orza, J., y Pérez-Santamaría, F. J. (2004). Development of the inhibitory component of the executive functions in children and adolescents. The International Journal of Neuroscience, 114(10), 1291–311. http://doi.org/10.1080/00207450490476066
Leslie, A. M., Friedman, O., & German, T. P. (2004). Core mechanisms in “theory of mind.” Trends in Cognitive Sciences, 8(12), 528-533. doi: http://doi.org/10.1016/j.tics.2004.10.001
Lezak, M.D., Howieson D.B., & Loring DW. (2004). Neuropsychological assessment. 4a Ed. New York: Oxford University Press.
Lieberman, M. D. (2013). Social: Why our brains are wired to connect. New York: Crown Publishers.
Lozano Gutiérrez, A., & Ostrosky, F. (2011). Desarrollo de las Funciones Ejecutivas y de la Corteza Prefrontal. Revista Neuropsicología Neuropsiquiatría, Y Neurociencias, 11(1), 159–172.
Luke, N., & Banerjee, R. (2013). Differentiated associations between childhood maltreatment experiences and social understanding: A meta-analysis and systematic review. Developmental Review, 33(1), 1-28. doi: http://doi.org/10.1016/j.dr.2012.10.001
Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M., & Ardila, A. (2008). Efecto de la edad en una tarea de planificación y organización (“ pirámide de México ”) en escolares. Revista de Neurología, 47(2), 61–70.
Matute, E., Rosselli, M., Ardila, A., & Ostrosky-Solis, F. (2007). Evaluación Neuropsicológica Infantil- ENI. México D.F.: Editorial El Manual Moderno. Universidad de Guadalajara, UNAM.
Mazza, M., Giusti, L., Albanese, A., Mariano, M., Pino, M. C., & Roncone, R. (2012). Social cognition disorders in military police officers affected by posttraumatic stress disorder after the attack of An-Nasiriyah in Iraq 2006. Psychiatry Research, 198(2), 248–252. doi: http://doi.org/10.1016/j.psychres.2011.11.027
Mcalister, C., Schmitter-Edgecombe, M., & Lamb, R. (2016). Examination of Variables That May Affect the Relationship Between Cognition and Functional Status in Individuals with Mild Cognitive Impairment: A Meta-Analysis. Archives of Clinical Neuropsychology, 31(2), 123–147. doi: http://doi.org/10.1093/arclin/acv089
Miller, S. (2016). Parenting and Theory of Mind. New York: Oxford University Press.
Miranda-Casas, A., Baixauli-Fortea, I., Colomer-Diago, C., & Roselló-Miranda, B. (2013). Autismo y trastorno por déficit de atención/hiperactividad: convergencias y divergencias en el funcionamiento ejecutivo y la teoría de la mente. Revista de Neurología, 57(1), S177–S184.
Mizokawa, A., & Komiya, A. (2014). Social ecology and theory of mind. Psychologia, 57(2), 133–151.
Moses, L. J., & Tahiroglu, D. (2010). Clarifying the relation between executive function and children’s theories of mind. In J. Carpendale, G. Iarocci, U. Müller, B. Sokol, & A. Young (Eds.), Self- and Social Regulation: Exploring the Relations between Social Interaction, Social Cognition,and the Development of Executive Functions. (pp. 218–231). Oxford: Oxford University Press.
Muller, U., Liebermann-Finestone, D. P., Carpendale, J. I. M., Hammond, S. I., & Bibok, M. B. (2012). Knowing minds, controlling actions: The developmental relations between theory of mind and executive function from 2 to 4 years of age. Journal of Experimental Child Psychology, 111(2), 331–348. doi: http://doi.org/10.1016/j.jecp.2011.08.014
Muscatell, K. A., Morelli, S. A., Falk, E. B., Way, B. M., Pfeifer, J. H., Galinsky, A. D., … Eisenberger, N. I. (2012). Social status modulates neural activity in the mentalizing network. NeuroImage, 60(3), 1771–1777. doi: http://doi.org/10.1016/j.neuroimage.2012.01.080
Núñez, R. (2013). Pobreza y dificultades para el desarrollo regional. Un diagnóstico de comunidades indígenas Nahuas del municipio de Aquila, Michoacán, desde la perspectiva NBI. INCEPTUM, 8(14), 269–284.
Papadopoulos, T. C., Panayiotou, G., Spanoudis, G., & Natsopoulos, D. (2005). Evidence of poor planning in children with attention deficits. Journal of Abnormal Child Psychology, 33(5), 611–623. doi: http://doi.org/10.1007/s10802-005-6741-8
Pears, K. C., & Moses, L. J. (2003). Demographics, Parenting, and Theory of Mind in Preschool Children. Social Development, 12(1), 1–20. doi: http://doi.org/10.1111/1467-9507.00219
Perner, J., &Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3(9), 337–344. doi: http://doi.org/10.1016/S1364-6613(99)01362-5
Pineda Alhucema, W. F., Jiménez Figueroa, G., & Puentes Rozo, P. (2012). Retrospectiva y prospectiva de la teoría de la mente; avances de investigación en neurociencias. Psicogente, 15(27), 178–197.
Portela, M., Virseda, A., & Gayubo, L. (2003). Revisión sobre el estudio de la «teoría de la mente» en trastornos generalizados del desarrollo y esquizofrenia. Actas Españolas de Psiquiatría, 31(6), 339–346.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(04), 515–526. doi: http://doi.org/10.1017/S0140525X00076512
Programa de las Naciones unidas para el Desarrollo [PNUD], y Ministerio de la Protección Social. (2004). Investigaciones sobre Desarrollo Social en Colombia. Bogotá.
Rebotier, J. (2011). Politicizing fear of crime and insecurity in Caracas: The manufacturing of a fearful urban meta-narrative, Emotion, Space and Society, 4(2),104-112. doi: http://dx.doi.org/10.1590/S0102-71822013000100017
Resches, M., Serrat, E., Rostan, C., & Esteban, M. (2010). Lenguaje y teoría de la mente: una aproximación multidimensional. Infancia y Aprendizaje, 33(3), 315-333.
Reynolds, C. R., & Kamphaus, R. W. (2009). RIAS: Escalas de inteligencia de Reynolds y RIST: Test de Inteligencia breve de Reynolds. (P. Santamaría y I. Fernández, Eds.). Madrid: TEA Ediciones.
Rochette, É., & Bernier, A. (2016). Parenting and preschoolers’ executive functioning: A case of differential susceptibility? . International Journal of Behavioral Development , 40(2), 151–161. doi: http://doi.org/10.1177/0165025414557370
Rodríguez, M. (2015). La cognición social: ¿una aliada para el postconflicto?, Psicología desde el Caribe, 32(3), 5-7.
Rosselli Cock, M., Matute, E., & Jurado, M. B. (2008). Las Funciones Ejecutivas a través de la Vida. Revista de Neuropsicología, Neuropsiquiatría Y Neurociencias, 8(1), 23–46.
Rosselli-Cock, M., Matute-Villaseñor, E., Ardila-Ardila, A., Botero-Gómez, V. E., Tangarife-Salazar, G. A., Echeverría-Pulido, S. E., … Ocampo-Agudelo, P. (2004). Evaluación Neuropsicológica Infantil (ENI): una batería para la evaluación de niños entre 5 y 16 años de edad. Estudio normativo colombiano. Revista de Neurología, 38(8), 720–731.
Rothmayr, C., Sodian, B., Hajak, G., Döhnel, K., Meinhardt, J., & Sommer, M. (2011). Common and distinct neural networks for false-belief reasoning and inhibitory control. NeuroImage, 56(3), 1705–1713. doi: http://doi.org/10.1016/j.neuroimage.2010.12.052
Rumpf, A. L., Kamp-Becker, I., Becker, K., & Kauschke, C. (2012). Narrative competence and internal state language of children with Asperger Syndrome and ADHD. Research in Developmental Disabilities, 33(5), 1395–1407. doi: http://doi.org/10.1016/j.ridd.2012.03.007
Sagar, K. A., Dahlgren, M. K., Gönenç, A., Racine, M. T., Dreman, M. W., & Gruber, S. A. (2015). The impact of initiation: Early onset marijuana smokers demonstrate altered Stroop performance and brain activation. Developmental Cognitive Neuroscience, 16, 84–92. doi: http://doi.org/10.1016/j.dcn.2015.03.003
Sanchez-Carpintero, R., & Narbona, J. (2001). Revisión conceptual del sistema ejecutivo y su estudio en el niño con trastorno por déficit de atención e hiperactividad. Revista de neurologia, 33(1), 47–53.
Saxe, R. R., Whitfield-Gabrieli, S., Scholz, J., & Pelphrey, K. A. (2009). Brain regions for perceiving and reasoning about other people in school-aged children. Child Development, 80(4), 1197–1209. doi: http://doi.org/10.1111/j.1467-8624.2009.01325.x
Soar, K., Chapman, E., Lavan, N., Jansari, A. S., & Turner, J. J. D. (2016). Investigating the effects of caffeine on executive functions using traditional Stroop and a new ecologically-valid virtual reality task, the Jansari assessment of Executive Functions (JEF©). Appetite, 105, 156–163. doi: http://doi.org/10.1016/j.appet.2016.05.021
Stone, V. E., Baron-Cohen, S., Calder, A., Keane, J., & Young, A. (2003). Acquired theory of mind impairments in individuals with bilateral amygdala lesions. Neuropsychologia, 41(2), 209–220. doi: http://doi.org/10.1016/S0028-3932(02)00151-3
Stone, V. E., Baron-Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of Cognitive Neuroscience, 10, 640–656.
Suddendorf, T., & Fletcher-Flinn, C. M. (1997). Theory of Mind and the Origin of Divergent Thinking. Journal of Creative Behavior, 31(3), 169–179. doi: http://doi.org/10.1002/j.2162-6057.1997.tb00789.x
Talero-Gutiérrez, C., Echeverría Palacio, C. M., Sánchez Quiñones, P., Morales Rubio, G., & Vélez-van-Meerbeke, A. (2015). Trastorno del espectro autista y función ejecutiva. Acta Neurológica Colombiana, 31(3), 246–252. Recuperado de: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-87482015000300004&lng=en&nrm=iso&tlng=en
Tirapu-Ustárroz, J., Pérez-Sayes, G., Erekatxo-Bilbao, M., & Pelegrín-Valero, C. (2007). ¿Qué es la teoría de la mente? Revista de Neurología, 44(8), 479–489.
Toga, A. W., Thompson, P. M., & Sowell, E. R. (2006). Mapping brain maturation. Trends in Neurosciences, 29(3), 148-159. doi: http://doi.org/10.1016/j.tins.2006.01.007
Torres, A., Méndez-Fajardo, S., López-Kleine, L., Galarza-Molina, S., & Oviedo, N. (2013). Calidad de vida y ciudad: análisis del nivel de desarrollo en Bogotá a través del método de necesidades básicas insatisfechas. Estudios Gerenciales, 29(127), 231–238. doi: http://doi.org/10.1016/j.estger.2013.05.011
Van der Meer, L., Groenewold, N. A., Nolen, W. A., Pijnenborg, M., & Aleman, A. (2011). Inhibit yourself and understand the other: Neural basis of distinct processes underlying Theory of Mind. NeuroImage, 56(4), 2364–2374. doi: http://doi.org/10.1016/j.neuroimage.2011.03.053
Vilgis, V., Silk, T. J., & Vance, A. (2015). Executive function and attention in children and adolescents with depressive disorders: a systematic review. European Child y Adolescent Psychiatry, 24(4), 365–84. doi: http://doi.org/10.1007/s00787-015-0675-7
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false belief. Child Development, 72(3), 655–684. doi: http://doi.org/10.1111/1467-8624.00304
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13(1), 103–128. doi: http://doi.org/10.1016/0010-0277(83)90004-5
Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). VI. The Development of Executive Function: Cognitive Complexity and Control-Revised. Monographs of the Society for Research in Child Development, 68(3), 93–119. doi: http://doi.org/10.1111/j.1540-5834.2003.06803007.x
This journal is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have been made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights. Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.