Le raisonnement sociomoral (RSM) est une habileté essentielle durant l’adolescence, car elle guide les décisions sociales, facilitant le fonctionnement social. Quelques facteurs sociocognitifs et socioémotionnels semblent favoriser l’évolution du RSM, cependant leur contribution particulière reste nébuleuse, car ils ont été étudiés de façon isolée. Cette étude explore les habiletés associées au RSM mature chez les adolescents en santé, ainsi que la contribution spécifique des fonctions exécutives, en utilisant un outil écologiquement valide pour cette population. Nous avons détecté quatre contributeurs indépendants du RSM mature : l’âge, l’intelligence, la flexibilité cognitive et la fluence verbale, ainsi que des différences de genre concernant la maturité du RSM et la prise de décision sociomorale. Les résultats de cette étude contribuent à améliorer la compréhension du développement moral à l’adolescence et soulignent l’importance d’utiliser des outils écologiquement valides pour mesurer les habiletés sociales. / Sociomoral reasoning (SMR) is an important skill during adolescence because it guides social decisions, facilitating social functioning. A number of sociocognitive and socioemotional factors are likely to underlie the evolution of SMR abilities; however their relative contribution remains unclear given that to date their roles have typically been explored in isolation. This study explores the underpinnings of SMR maturity in typically developing adolescents and the specific contribution of executive functions using an ecologically valid tool for assessment in the adolescent population. We detected four independent contributors of SMR maturity in healthy adolescence: age, intelligence, cognitive flexibility and verbal fluency, as well as gender differences in SMR maturity and sociomoral decision-making. Taken together, the findings of this study contribute to better understanding moral development during adolescence and highlight the importance of using ecologically valid tools to measure social skills.

This study was conducted to investigate the processes underlying the relation between executive functioning and false belief knowledge. We explored the hypothesis that children with advanced executive functioning skills are better equipped to capitalize on the experiences that are necessary to learn how to reason about others’ mental states. To examine this possibility, we recruited 3.5-year-old children with age-appropriate variability in executive functioning skills to participate in a training study designed to promote their performance on false belief tasks. We found that individual differences in executive functioning task scores strongly and consistently predicted the extent to which children benefited from false-belief training. Importantly, the relation between executive functioning and false belief improvement remained significant after controlling for age, initial performance on mental state reasoning tasks, language skills, and executive functioning improvement across the testing period. Thus, our results support the hypothesis that executive functioning skills influence the extent to which children are able to capitalize on relevant experience to better predict and understand others’ false-belief-based behaviour. This claim is discussed with respect to possible alternative explanations for our findings, and ensuing implications for understanding the interplay between neuromaturational factors and experience. / Thesis (Master, Psychology) -- Queen's University, 2007-09-28 14:43:16.88

Amyotrophic Lateral Sclerosis (ALS) is a fatal neurodegenerative disease that attacks the motor system and contributes to a range of cognitive and behavioral impairments (e.g., behavioral and emotional disinhibition, planning and problem solving difficulties, impulsivity, attention, and personality change). This executive dysfunction may contribute to selfregulatory impairment across several domains, including cognitive skills, thought processes, emotion regulation, interpersonal skills, and physiology, that may be crucial to the quality of life (QOL), or well being, of patients and their caregivers. Given the relentless course and prognosis of ALS, palliative treatments for ALS should target the full range of self-regulatory deficits. Thirty-seven patient-caregiver pairs completed questionnaires regarding the patients’ ability to regulate emotions, social behavior, and thought patterns. Patients also completed neuropsychological measures of executive functions and provided measures of glycosylated hemoglobin (A1c) and heart rate variability (HRV). Results suggest that SR and EF deficits exist on a continuum in ALS, such that some patients evidence adequate or superior ability to self-regulate while others evidence deficits. Patient- caregiver agreement about patients’ selfregulatory capacity across domains was generally weak to moderate. Patients perceived themselves to have less capacity for global regulation than caregivers perceived them to have, patients perceived less dyadic cohesion than caregivers, and patients perceived themselves to ruminate more than caregivers indicated. Overall, caregivers tended to perceive a more pervasive pattern of deficits compared to patients. Additionally, measures of SR and EF were not strongly inter-correlated in general, challenging the idea that SR in different domains depends on a common resource. Accordingly, correlations among measures of theoretically similar constructs (i.e., EF and SR) were small to moderate in magnitude and non-significant. With regard to physiological functioning, when patients had better regulated glucose (A1c), patients and caregivers perceived better global regulation. A similar pattern emerged with patient ratings, with higher baseline HRV linked to less emotional lability. Last, mixed results were obtained when predicting patient and caregiver QOL. Less rumination, less dyadic cohesion and more social anxiety were associated with higher QOL for patients. Caregivers’ QOL was not significantly related to their perceptions of patients’ self-regulatory capacity in any area.

The current study explored how hot and cool executive functions (EF) could predict resting-state connectivity of the Default Mode Network (DMN) and Central Executive Network (CEN) in a mixed clinical and typically developing sample of adolescents. It was hypothesized that hot EF would predict a quadratic, inverted U-shaped, relationship between connectivity of the major regions of the DMN: the Posterior Cingulate Cortex (PCC) and the Medial Prefrontal Cortex (MPFC). It also was hypothesized that cool EF would predict a quadratic, inverted U-shaped, relationship between the connectivity of the major regions of the CEN: the right Posterior Parietal Cortex (right PPC) and the right Dorsal Lateral Prefrontal Cortex (right DLPFC). The results suggested that hot EF, specifically emotional regulation, predicted a quadratic relationship in DMN connectivity. However, this relationship was U-shaped instead of an inverted U-shaped. Thus, participants who scored well or poorly in emotional regulation generally had higher connectivity than those with average scores in emotional regulation. There were no significant results between cool EF and the CEN. Additional exploratory analysis suggested that the main hypotheses were not driven or suppressed by group differences. Further exploration observed other brain regions involved in resting-state activity that may play a role in hot or cool EF. Overall, findings support the Internal Mentation Hypothesis of DMN activity and are indicative of a relationship between emotional regulation and DMN resting-state connectivity.

Despite emergent attempts to connect temperament to a neurobiological etiology there has been little research that focuses on the relationship between temperament and character and neuropsychological test performance. Therefore, the aim of this study is to explore the relationship between temperament, character and performance on neuropsychological tests of executive functioning. Temperament and character dimensions were operationalized according to the Temperament and Character Inventory (TCI), a 240-item measure that is based on the psychobiological theory of personality. Neuropsychological performance was measured on the University of Pennsylvania Computerized Neuropsychological Test Battery (PennCNP), which is a test of executive functioning and abstract reasoning. The PennCNP comprised a test of Motor Praxis (MPRAXIS), the Penn Abstraction, Inhibition and Working Memory Task (AIM), the Letter-N-Back (LNB2), the Penn Conditional Exclusion Task (PCET), the Penn Short Logical Reasoning Task (SPVRT) and the Short Raven’s Progressive Matrices (SRAVEN). The sample comprised 422 first year psychology students at a residential university in South Africa. The results from this explorative study showed a moderate relationship between temperament, character and executive functioning. The temperament dimensions Novelty Seeking and Reward Dependence were positively related to AIM-NM, AIM and SPVRT, and inversely related to MPRAXIS. These results validate the importance of research that investigates the relationship between temperament and character dimensions and neuropsychological performance. / Dissertation (MA)--University of Pretoria, 2012. / Psychology / unrestricted

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Theory of mind (ToM) refers to a cognitive ability that enables one to attribute mental states (such as desires, emotions, beliefs) to self and others. In recent years researchers have identified cultural variations in the onset of ToM understanding in collectivist and individualist cultures. However, the findings of cross-cultural studies regarding these variations are inconsistent. The major aim of this innovative research was to investigate differences in the acquisition of ToM in children from a collectivist culture (Pakistan) and an individualist culture (UK). The second aim of the study was to assess the specific association between ToM and social competence in a culturally diverse sample. An additional aim of the study was to investigate the universality of various correlates of ToM such as executive functioning (EF), parenting styles, and maternal mental state talk. The findings of the studies demonstrated a significant delay in the acquisition of ToM in Pakistani children, when compared with Western children from individualist societies. These findings were corroborated by the results of novel cross-cultural study that compared the performance of White British, British Pakistani, and Pakistani children on a ToM scale. White British children outperformed both Pakistani and British Pakistani children on measures of ToM, EF, and social competence. The current findings also provide support for the association of mental state understanding with EF, social competence, parenting styles, and maternal mental state talk. These findings have important implications for the role of general (collectivist vs. individualist cultures) as well as specific cultural practices (such as parenting and education) in the acquisition of mental state understanding.