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While pre-verbal infants may be sensitive to others' mental states, they are not able to accurately answer questions about them until several years later, an ability referred to as having a theory of mind. Here we ask whether infant social-cognitive sensitivity is subserved by the same brain mechanisms as those that support theory of mind in childhood. To do so, we explored the relationship between functional sensitivity of the right temporal-parietal junction to mental state processing in infancy, a region known to underlie theory of mind in older children, and explicit theory of mind reasoning in the same group several years later. In a small initial sample (N = 33), we find evidence of a longitudinal brain-behavioral link from infancy to childhood, providing preliminary support for a common mechanism for theory of mind across development. However, the brain metric that was predictive of individual differences was not the response to conditions that required tracking the beliefs, but instead, the response to a control condition where belief tracking was not obligatory to predict others' behavior. In hindsight, the ambiguity of this control condition may have best distinguished between infants who had different propensities to engage in belief tracking, suggesting a potential role for active experience in infancy contributing to individual differences in later theory of mind development in childhood. Given the exploratory nature of the study, other alternative explanations for these results must also be considered.
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http://dx.doi.org/10.1016/j.cortex.2024.11.023 | DOI Listing |
PLoS One
September 2025
School of Public Health Sciences, University of Waterloo, Waterloo, Ontario, Canada.
Emergency response work has historically been performed by men and thus designed with them in mind; however, during the past few decades, increasing numbers of women are conducting this work. Despite growing participation, research suggests women first responders continue to face unsupportive workplace structures and cultures. This study explored the occupational experiences of women who work as firefighters, police officers, and paramedics from Southern Ontario, Canada.
View Article and Find Full Text PDFConsort Psychiatr
March 2025
Yuri Lotman (1922-1993) was a semiologist, literary critic, and cultural historian from Soviet Russia. He is credited with founding the multidisciplinary Tartu-Moscow School of Semiotics. As a cultural theorist and humanist, he was highly influential across many fields, but his contributions to theories about the brain as a semiotic system have often been overlooked.
View Article and Find Full Text PDFThe human mind constructs and updates models of events during comprehension. Event models are multidimensional, multi-timescale, and structured. They enable prediction, shape memory formation, and facilitate action control.
View Article and Find Full Text PDFPerspect Behav Sci
September 2025
History and Sociology of Science Department, University of Pennsylvania, 249 South 36th Street, Philadelphia, PA 19104 USA.
Recent attacks on applied behavior analysis (ABA) by neurodiversity advocates share a common theme with opposition to other supports, such as subminimum wage vocational programs and congregate residential settings: the intact mind assumption, which maintains that even profoundly autistic people have typical intelligence, even if they present as severely cognitively impaired. This article examines the history of the intact mind assumption, which was largely shaped by psychoanalytic theory in the mid-20 century, as well as its impact on contemporary disability policy and practice.
View Article and Find Full Text PDFFront Med (Lausanne)
August 2025
School of Nursing, Anhui University of Chinese Medicine, Hefei, China.
Purpose: This study evaluates the effectiveness of integrating case-based mind maps and reflective journals within Kolb's experiential learning framework in advanced nursing education.
Methods: An design compared 2023 (control group, = 46) and 2024 (experimental group, = 57) cohorts of nursing master's students. The experimental group received a Kolb-based intervention comprising: case analysis (concrete experience), reflective journals (reflective observation), mind maps (abstract conceptualization), and peer-led simulations (active experimentation).