La comprensión de las meteduras de pata en escolares con autismo. Su relación con variables cognitivas y de teoría de la mente
Publicado
feb 11, 2020
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Irene García-Molina
https://orcid.org/0000-0002-5150-9371
Rosa-Ana Clemente-Estevan
https://orcid.org/0000-0002-6542-6577
https://orcid.org/0000-0002-5150-9371
Rosa-Ana Clemente-Estevan
https://orcid.org/0000-0002-6542-6577
##plugins.themes.bootstrap3.article.details##
Resumen
El presente estudio tiene una doble finalidad. La primera es analizar dos de las variables implicadas en la comprensión de las meteduras de pata (MP) en el autismo (Cociente Intelectual; CI, y la Falsa Creencia; FC). La segunda, examinar en detalle las dificultades encontradas en la tarea de MP, dividida la población con autismo en dos grupos según su CI (Grupo 1= rango CI 100-120, Grupo 2 = rango CI 70-85). De dicha tarea de MP, se adaptaron cuatro historias (viñetas y narración) de Baron-Cohen, O’Riordan, Stone, Jones y Plaisted (1999), y se administraron a los dos grupos de niños y pre-adolescente con autismo (N = 34) de entre 7 y 12 años (M = 9.6, DE = 1.55), que las resolvieron a partir de respuestas de elección dicotómica y de explicación verbal. Los resultados demuestran la capacidad predictiva del CI total (r = 0.53; p < 0.001; R2 = 0.28) y de la FC (r = 0.51; p < 0.001; R2 = 0.26). El 40 % de la variabilidad de la tarea de MP se vio explicada por las variables predictores FC y Vocabulario. Además, se encontraron diferencias significativas entre grupos (el Grupo 1 respondió mejor que el Grupo 2) tanto en respuestas de elección forzada personaje (ii) e ignorancia (vii) y la suma total como en su explicación verbal. Estos resultados se discuten más detalladamente debido a su posible repercusión en la vida diaria de las personas con autismo.
Keywords
metedura de pata, teoría de la mente, autismo, falsa creencia, inteligenciafaux pas, theory of mind, autism, false belief, intelligence
References
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5.a ed.). Arlington, VA: American Psychiatric Publishing.
Astington, J. W. (2001). The future of Theory-of-Mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development, 72(3), 685-687. https://doi.org/10.1111/1467-8624.00305
Banerjee, R., & Watling, D. (2005). Children's understanding of faux pas. Hellenic Journal of Psychology, 2, 27-45. Recuperado de http://digirep.rhul.ac.uk/items/5d214aaf-a37b-2873-d043- c11b972ac3d0/1/Banerjee_&_Watling_'05.pdf
Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82(6), 1887-1905. https://doi.org/10.1111/j.1467-8624.2011.01669.x
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21, 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
Baron-Cohen, S., O'riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of autism and developmental disorders, 29(5), 407-418. https://doi.org/10.1023/A:1023035012436
Buon, M., Dupoux, E., Jacob, P., Chaste, P., Leboyer, M., & Zalla, T. (2013). The role of causal and intentional judgments in moral reasoning in individuals with high functioning autism. Journal of Autism and Developmental Disorders, 43(2), 458-470. https://doi.org/10.1007/s10803-012-1588-7
Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T., & Baird, G. (2011) IQ in children with autism spectrum disorders: Data from the Special Needs and Autism Project (SNAP). Psychological Medicine: A Journal of Research in Psychiatry and the Allied Sciences, 41(3), 619-627. https://doi.org/10.1017/S0033291710000991
De Villiers, P. A., & De Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30(1), 188-209. https://doi.org/10.1111/j.2044-835X.2011.02072.x
Duncan, A. W., & Bishop, S. L. (2015). Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence. Autism, 19(1), 64-72. https://doi.org/10.1177/1362361313510068
Durrleman, S., & Franck, J. (2015). Exploring links between language and cognition in autism spectrum disorders: Complement sentences, false belief, and executive functioning. Journal of Communication Disorders, 54, 15-31. https://doi.org/10.1016/j.jcomdis.2014.12.001
Eaves, L. C., & Ho, H. H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities, 9(4), 277-291. https://doi.org/10.1023/A:1024944226971
Eddy, C. M., Mitchell, I. J., Beck, S. R., Cavanna, A. E., & Rickards, H. E. (2010). Impaired comprehension of nonliteral language in Tourette syndrome. Cognitive and Behavioral Neurology, 23(3), 178-184. https://doi.org/10.1097/WNN.0b013e3181e61cb7
Fisher, N., Happé, F., & Dunn, J. (2005). The relationship between vocabulary, grammar and false belief task performance in children with Autistic Spectrum Disorders and children with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 46 (4), 409-419. https://doi.org/10.1111/j.1469-7610.2004.00371.x
Frith, U. (1989). Autism: explaining the enigma. Oxford, UK: Blackwell.
Frith, C., & Frith, U. (2005). Theory of mind. Current Biology, 15(17), 644-645. https://doi.org/10.1016/j.cub.2005.08.041
García-Molina, I., & Clemente-Estevan, R. A. (2019a). Autism and faux pas. Influences of presentation modality and working memory. The Spanish Journal of Psychology, 22, E13. https://doi.org/10.1017/sjp.2019.13
García-Molina, I., & Clemente-Estevan, R. A. (2019b). Moral reasoning in autistic individuals: A theoretical review/El razonamiento moral en personas con Trastorno del Espectro Autista: una revisión teórica. Estudios de Psicología, 40(2), 312-337. https://doi.org/10.1080/02109395.2019.1589083
García-Molina, I., Clemente-Estevan, R. A., Andrés-Roqueta, C., & Rodríguez, L. (2016). Intervención mediante historias complejas de teoría de la mente. Meteduras de pata, juicios morales e ironías. Castelló, ES: Universitat Jaume I, Psique. https://doi.org/10.6035/Psique.2016.17
González-Gadea, M. L., Baez, S., Torralva, T., Castellanos, F. X., Rattazzi, A., Bein, V., … Ibanez, A. (2013). Cognitive variability in adults with ADHD and AS: Disentangling the roles of executive functions and social cognition. Research in Developmental Disabilities, 34, 817-830. https://doi.org/10.1016/j.ridd.2012.11.009
Guinea, A., Tirapu-Ustárroz, J., & Pollán, M. (2007). Teoría de la mente en la esquizofrenia. Análisis y Modificación de Conducta, 33(148), 251-272. https://doi.org/10.33776/amc.v33i148.1216
Happé, F. G. (1994). Wechsler IQ profile and theory of mind in autism: A research note. Journal of Child Psychology and Psychiatry, 35(8), 1461-1471. https://doi.org/10.1111/j.1469-7610.1994.tb01287.x
Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5-25. https://doi.org/10.1007/s10803-005-0039-0
Hayward, E. O., & Homer, B. D. (2017). Reliability and validity of advanced theory‐of‐mind measures in middle childhood and adolescence. British Journal of Developmental Psychology, 35(3), 454-462. https://doi.org/10.1111/bjdp.12186
Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., & Hoza, B. (2016). Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94-108. https://doi.org/10.1016/j.rasd.2015.10.004
Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor: Morally-relevant theory of mind. Cognition, 119(2), 197-215. https://doi.org/10.1016/j.cognition.2011.01.006
Li, J., Zhu, L., & Chen, Z. (2018). The association between punishment and cooperation in children with high-functioning autism. Journal of Experimental Child Psychology, 171, 1-13. https://doi.org/10.1016/j.jecp.2018.01.015
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000). The Autism Diagnostic Observations Schedule- Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. https://doi.org/10.1023/A:1005592401947
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2008). Autism diagnostic observation schedule: ADOS manual. Los Angeles, CA: Western Psychological Services.
Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659-685. https://doi.org/10.1007/BF02172145
Maoz, H., Tsviban, L., Gvirts, H. Z., Shamay-Tsoory, S. G., Levkovitz, Y., Watemberg, N., & Bloch, Y. (2014). Stimulants improve theory of mind in children with attention deficit/hyperactivity disorder. Journal of Psychopharmacology, 28(3), 212-219. https://doi.org/10.1177/0269881113492030
Margoni, F., & Surian, L. (2016). Mental state understanding and moral judgment in children with autistic spectrum disorder. Frontiers in Psychology, 7, 1-5. https://doi.org/10.3389/fpsyg.2016.01478
Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329-341. https://doi.org/10.1023/A:1024462719081
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
Moran, J. M., Young, L. L., Saxe, R., Lee, S. M., O'Young, D., Mavros, P. L., & Gabrieli, J. D. (2011). Impaired theory of mind for moral judgment in high-functioning autism. Proceedings of the National Academy of Sciences, 108(7), 2688-2692. https://doi.org/10.1073/pnas.1011734108
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high‐functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081-1105. https://doi.org/10.1111/j.1469-7610.1991.tb00351.x
Pearson, R. A. M., & Pillow, B. H. (2016). Children’s and adults’ understanding of faux pas and insults. Journal of Educational and Developmental Psychology, 6(2), 14. https://doi.org/10.5539/jedp.v6n2p14
Pedreño, C., Pousa, E., Navarro, J. B., Pàmias, M., & Obiols, J. E. (2017). Exploring the components of advanced theory of mind in autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(8), 2401-2409. https://doi.org/10.1007/s10803-017-3156-7
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 512-526. https://doi.org/10.1017/S0140525X00076512
Schick, B., De Villiers, P., De Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396. https://doi.org/10.1111/j.1467-8624.2007.01004.x
Sotillo, M., & Rivière, A. (2001). Cuando los niños usan las palabras para engañar: la mentira como instrumento al servicio del desarrollo de las habilidades de inferencia mentalista. Infancia y Aprendizaje, 24(3), 291-305. https://doi.org/10.1174/021037001316949239
Tomanik, S. S., Pearson, D. A., Loveland, K. A., Lane, D. M., & Shaw, J. B. (2007). Improving the reliability of autism diagnoses: Examining the utility of adaptive behavior. Journal of Autism and Developmental Disorders, 37(5), 921-928. https://doi.org/10.1007/s10803-006-0227-6
Urquijo, M. F., Zapata, L. F., Lewis, S., Pineda-Alhucema, W., Doria Falquez, L., & Lopera-Pérez, D. C. (2017). Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos. Universitas Psychologica, 16(2), 1-14. https://doi.org/10.11144/Javeriana.upsy16-2.irst
Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4.a ed.). San Antonio, TX: The Psychological Corporation.
Wellman, H. M., & Lagattuta, K. H. (2000). Developing understandings of mind. En S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (2.a ed., pp. 21-49). Oxford, UK: Oxford University Press.
Wellman, H. M., & Liu, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75(2), 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
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. https://doi.org/10.1016/0010-0277(83)90004-5
Zalla, T., Sav, A. M., Stopin, A., Ahade, S., & Leboyer, M. (2009). Faux pas detection and intentional action in Asperger Syndrome: A replication on a French sample. Journal of Autism and Developmental Disorders, 39(2), 373-382. https://doi.org/10.1007/s10803-008-0634-y
Astington, J. W. (2001). The future of Theory-of-Mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development, 72(3), 685-687. https://doi.org/10.1111/1467-8624.00305
Banerjee, R., & Watling, D. (2005). Children's understanding of faux pas. Hellenic Journal of Psychology, 2, 27-45. Recuperado de http://digirep.rhul.ac.uk/items/5d214aaf-a37b-2873-d043- c11b972ac3d0/1/Banerjee_&_Watling_'05.pdf
Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82(6), 1887-1905. https://doi.org/10.1111/j.1467-8624.2011.01669.x
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21, 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
Baron-Cohen, S., O'riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of autism and developmental disorders, 29(5), 407-418. https://doi.org/10.1023/A:1023035012436
Buon, M., Dupoux, E., Jacob, P., Chaste, P., Leboyer, M., & Zalla, T. (2013). The role of causal and intentional judgments in moral reasoning in individuals with high functioning autism. Journal of Autism and Developmental Disorders, 43(2), 458-470. https://doi.org/10.1007/s10803-012-1588-7
Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T., & Baird, G. (2011) IQ in children with autism spectrum disorders: Data from the Special Needs and Autism Project (SNAP). Psychological Medicine: A Journal of Research in Psychiatry and the Allied Sciences, 41(3), 619-627. https://doi.org/10.1017/S0033291710000991
De Villiers, P. A., & De Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30(1), 188-209. https://doi.org/10.1111/j.2044-835X.2011.02072.x
Duncan, A. W., & Bishop, S. L. (2015). Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence. Autism, 19(1), 64-72. https://doi.org/10.1177/1362361313510068
Durrleman, S., & Franck, J. (2015). Exploring links between language and cognition in autism spectrum disorders: Complement sentences, false belief, and executive functioning. Journal of Communication Disorders, 54, 15-31. https://doi.org/10.1016/j.jcomdis.2014.12.001
Eaves, L. C., & Ho, H. H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities, 9(4), 277-291. https://doi.org/10.1023/A:1024944226971
Eddy, C. M., Mitchell, I. J., Beck, S. R., Cavanna, A. E., & Rickards, H. E. (2010). Impaired comprehension of nonliteral language in Tourette syndrome. Cognitive and Behavioral Neurology, 23(3), 178-184. https://doi.org/10.1097/WNN.0b013e3181e61cb7
Fisher, N., Happé, F., & Dunn, J. (2005). The relationship between vocabulary, grammar and false belief task performance in children with Autistic Spectrum Disorders and children with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 46 (4), 409-419. https://doi.org/10.1111/j.1469-7610.2004.00371.x
Frith, U. (1989). Autism: explaining the enigma. Oxford, UK: Blackwell.
Frith, C., & Frith, U. (2005). Theory of mind. Current Biology, 15(17), 644-645. https://doi.org/10.1016/j.cub.2005.08.041
García-Molina, I., & Clemente-Estevan, R. A. (2019a). Autism and faux pas. Influences of presentation modality and working memory. The Spanish Journal of Psychology, 22, E13. https://doi.org/10.1017/sjp.2019.13
García-Molina, I., & Clemente-Estevan, R. A. (2019b). Moral reasoning in autistic individuals: A theoretical review/El razonamiento moral en personas con Trastorno del Espectro Autista: una revisión teórica. Estudios de Psicología, 40(2), 312-337. https://doi.org/10.1080/02109395.2019.1589083
García-Molina, I., Clemente-Estevan, R. A., Andrés-Roqueta, C., & Rodríguez, L. (2016). Intervención mediante historias complejas de teoría de la mente. Meteduras de pata, juicios morales e ironías. Castelló, ES: Universitat Jaume I, Psique. https://doi.org/10.6035/Psique.2016.17
González-Gadea, M. L., Baez, S., Torralva, T., Castellanos, F. X., Rattazzi, A., Bein, V., … Ibanez, A. (2013). Cognitive variability in adults with ADHD and AS: Disentangling the roles of executive functions and social cognition. Research in Developmental Disabilities, 34, 817-830. https://doi.org/10.1016/j.ridd.2012.11.009
Guinea, A., Tirapu-Ustárroz, J., & Pollán, M. (2007). Teoría de la mente en la esquizofrenia. Análisis y Modificación de Conducta, 33(148), 251-272. https://doi.org/10.33776/amc.v33i148.1216
Happé, F. G. (1994). Wechsler IQ profile and theory of mind in autism: A research note. Journal of Child Psychology and Psychiatry, 35(8), 1461-1471. https://doi.org/10.1111/j.1469-7610.1994.tb01287.x
Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, 5-25. https://doi.org/10.1007/s10803-005-0039-0
Hayward, E. O., & Homer, B. D. (2017). Reliability and validity of advanced theory‐of‐mind measures in middle childhood and adolescence. British Journal of Developmental Psychology, 35(3), 454-462. https://doi.org/10.1111/bjdp.12186
Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., & Hoza, B. (2016). Explicit vs. applied theory of mind competence: A comparison of typically developing males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94-108. https://doi.org/10.1016/j.rasd.2015.10.004
Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor: Morally-relevant theory of mind. Cognition, 119(2), 197-215. https://doi.org/10.1016/j.cognition.2011.01.006
Li, J., Zhu, L., & Chen, Z. (2018). The association between punishment and cooperation in children with high-functioning autism. Journal of Experimental Child Psychology, 171, 1-13. https://doi.org/10.1016/j.jecp.2018.01.015
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000). The Autism Diagnostic Observations Schedule- Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. https://doi.org/10.1023/A:1005592401947
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2008). Autism diagnostic observation schedule: ADOS manual. Los Angeles, CA: Western Psychological Services.
Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659-685. https://doi.org/10.1007/BF02172145
Maoz, H., Tsviban, L., Gvirts, H. Z., Shamay-Tsoory, S. G., Levkovitz, Y., Watemberg, N., & Bloch, Y. (2014). Stimulants improve theory of mind in children with attention deficit/hyperactivity disorder. Journal of Psychopharmacology, 28(3), 212-219. https://doi.org/10.1177/0269881113492030
Margoni, F., & Surian, L. (2016). Mental state understanding and moral judgment in children with autistic spectrum disorder. Frontiers in Psychology, 7, 1-5. https://doi.org/10.3389/fpsyg.2016.01478
Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329-341. https://doi.org/10.1023/A:1024462719081
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
Moran, J. M., Young, L. L., Saxe, R., Lee, S. M., O'Young, D., Mavros, P. L., & Gabrieli, J. D. (2011). Impaired theory of mind for moral judgment in high-functioning autism. Proceedings of the National Academy of Sciences, 108(7), 2688-2692. https://doi.org/10.1073/pnas.1011734108
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high‐functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081-1105. https://doi.org/10.1111/j.1469-7610.1991.tb00351.x
Pearson, R. A. M., & Pillow, B. H. (2016). Children’s and adults’ understanding of faux pas and insults. Journal of Educational and Developmental Psychology, 6(2), 14. https://doi.org/10.5539/jedp.v6n2p14
Pedreño, C., Pousa, E., Navarro, J. B., Pàmias, M., & Obiols, J. E. (2017). Exploring the components of advanced theory of mind in autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(8), 2401-2409. https://doi.org/10.1007/s10803-017-3156-7
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 512-526. https://doi.org/10.1017/S0140525X00076512
Schick, B., De Villiers, P., De Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376-396. https://doi.org/10.1111/j.1467-8624.2007.01004.x
Sotillo, M., & Rivière, A. (2001). Cuando los niños usan las palabras para engañar: la mentira como instrumento al servicio del desarrollo de las habilidades de inferencia mentalista. Infancia y Aprendizaje, 24(3), 291-305. https://doi.org/10.1174/021037001316949239
Tomanik, S. S., Pearson, D. A., Loveland, K. A., Lane, D. M., & Shaw, J. B. (2007). Improving the reliability of autism diagnoses: Examining the utility of adaptive behavior. Journal of Autism and Developmental Disorders, 37(5), 921-928. https://doi.org/10.1007/s10803-006-0227-6
Urquijo, M. F., Zapata, L. F., Lewis, S., Pineda-Alhucema, W., Doria Falquez, L., & Lopera-Pérez, D. C. (2017). Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos. Universitas Psychologica, 16(2), 1-14. https://doi.org/10.11144/Javeriana.upsy16-2.irst
Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4.a ed.). San Antonio, TX: The Psychological Corporation.
Wellman, H. M., & Lagattuta, K. H. (2000). Developing understandings of mind. En S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (2.a ed., pp. 21-49). Oxford, UK: Oxford University Press.
Wellman, H. M., & Liu, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75(2), 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
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. https://doi.org/10.1016/0010-0277(83)90004-5
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García-Molina, I., & Clemente-Estevan, R.-A. (2020). La comprensión de las meteduras de pata en escolares con autismo. Su relación con variables cognitivas y de teoría de la mente. Universitas Psychologica, 19, 1–16. https://doi.org/10.11144/Javeriana.upsy19.cmpe
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