Theory of Mind and Executive Function: Normal Development and Children with ADHD.

Research project P 13522 Theory of mind and executive function Josef PERNER 11.10.1999 This project investigates the developmental link between the acquisition of a theory of mind and self control in the age range of 2 1/2 to 5 years. The existence of such a link is very important because it helps to understand the developmental problems in gaining self-control. This is an increasingly urgent problem to understand since self control problems in form of ADHD diagnosed children is rapidly increasing world wide. The results of this research may open up new possibilities of intervention. That there is a link between theory of mind and executive functioning has been demonstrated by several recent studies - However the existing data do not allow to differentiate between 5 alternative theoretical accounts: (1) Executive control depends on theory of mind, (2) the development of a theory of mind depends on executive control, (3) theory of mind tasks and executive function tasks both requires the same kind of embedded conditional reasoning, (4) theory of mind and executive control involve the same brain region (e.g., Brodman area 8), (5) the relevant theory of mind tasks require executive control. The proposed research puts these theories to a test. To achieve this the methods have to be refined in several was. New and better methods of testing children`s understanding of intentions have to be developed. The existing tests of self-control (executive function) have to be validated with experimental control conditions. The issue whether self-control is related to an implicit of explicit understanding of mind has to be resolved and a similar distinction in executive functioning has to be drawn. A particular interesting group to investigate in this respect are children with ADHD younger than 8 years. They are known to have executive problems. If their theory of mind is also impaired this will attest to the close link between theory of mind and executive function. By testing ADHD children with and without treatment (Ritalin) valuable information is given how drug treatment works, whether it reduces the surface syndromes or whether it does enable executive functioning and enables the acquisition of a theory of mind. Also the effectiveness of reducing executive problems by teaching a theory of mind is considered.