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Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind

Author

Listed:
  • Rocío Lavigne

    (Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain)

  • Antonia González-Cuenca

    (Department of Developmental and Educational Psychology, University of Malaga, 29071 Malaga, Spain)

  • Marta Romero-González

    (Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain)

  • Marta Sánchez

    (Neuropsipe, Child and Adolescent Neuroscience Center, 29010 Malaga, Spain)

Abstract

The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6–12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.

Suggested Citation

  • Rocío Lavigne & Antonia González-Cuenca & Marta Romero-González & Marta Sánchez, 2020. "Theory of Mind in ADHD. A Proposal to Improve Working Memory through the Stimulation of the Theory of Mind," IJERPH, MDPI, vol. 17(24), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:24:p:9286-:d:460697
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    References listed on IDEAS

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    1. Fen Xu & Yan Han & Mark A Sabbagh & Tengfei Wang & Xuezhu Ren & Chunhua Li, 2013. "Developmental Differences in the Structure of Executive Function in Middle Childhood and Adolescence," PLOS ONE, Public Library of Science, vol. 8(10), pages 1-9, October.
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    Cited by:

    1. Rocío Lavigne-Cervan & Borja Costa-López & Rocío Juárez-Ruiz de Mier & Marta Sánchez-Muñoz de León & Marta Real-Fernández & Ignasi Navarro-Soria, 2021. "Implications of the Online Teaching Model Derived from the COVID-19 Lockdown Situation for Anxiety and Executive Functioning in Spanish Children and Adolescents," IJERPH, MDPI, vol. 18(19), pages 1-15, October.

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    More about this item

    Keywords

    ToM; WM; VC; ADHD; primary education;
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