Theory of mind acquisition in children and adolescents with mild intellectual disability

Abstract

Theory of mind is the ability to attribute mental states (such as beliefs, desires, intentions and emotions) to self and others, in order to predict and explain observable behavior. The development of these abilities, which are essential for successful social interactions, social responsiveness and harmonious relations in everyday life, is delayed in persons with intellectual disabilities. The objective of this research was to determine the attainment of the theory of mind in school-age children with mild intellectual disability, using first order and second order false-belief tasks, as well as the relationships between theory of mind and age, sex, intellectual level and bilingualism. The acquisition of first and second order theory of mind was estimated on a sample of 120 children and adolescents with mild intellectual disability, aged 8 to 16, using Sally-Anne unexpected transfer test (Baron- Cohen, Leslie, Frith, 1985). More than two thirds (68%) of the participants were successful on the first-order theory of mind task, while 48% of them passed secondorder theory of mind task. The acquisition of the theory of mind follows normal course of development. The Chi square test revealed that there were no significant effects of sex, intellectual level and bilingualism on performances on either the first or second order theory of mind tasks. On the contrary, significant differences between studied groups were found with regard to certain indicators of their socioeconomic status.

Teorija uma je sposobnost pripisivanja mentalnih stanja (verovanja, želja, namera i emocija) sebi i drugima, kako bi se predvidelo i objasnilo uočeno ponašanje. Osobe s intelektualnom ometenošću kasne u razvoju ove sposobnosti značajne za uspešne socijalne interakcije, socijalnu responzivnost i harmonične odnose u svakodnevnom životu. Cilj ovog rada je da ispita usvojenost teorije uma, sagledane kroz zadatke pogrešnog verovanja prvog i drugog reda, kod dece s lakom IO školskog uzrasta, kao i odnos ove sposobnosti s uzrastom, polom, nivoom intelektualnog funkcionisanja i bilingvizmom ispitanika. Usvojenost teorije uma prvog i drugog reda ispitana je kod sto dvadesetoro dece i adolescenata s lakom intelektulanom ometenošću, uzrasta od 8 do 16 godina, test pričama 'Sanja i Ana' koje spadaju u zadatke 'neočekivanog premeštanja'. Teoriju uma prvog reda usvaja 68% procenata naših ispitanika, dok je pri proveri usvojenosti teorije uma drugog reda uspešno 48% ispitanika. Usvojenost teorije uma prati uobičajen tok razvoja. Nije pronađena značajna razlika u usvojenosti teorije uma prvog i drugog reda kod ispitanika različitog pola i nivoa inteligencije, kao ni kod monolingvalnih i bilingvalnih ispitanika. Nasuprot tome, pronađena je značajna razlika u uspešnosti rešavanja zadataka teorije uma kada su u pitanju neki indikatori socio-ekonomskog statusa.