Antonella Marchetti

Is a bird in the hand worth two in the future? Intertemporal choice, attachment and theory of mind in school-aged children.

Intertemporal choice is a decision-making dilemma related to outcomes of different entity located at different time points. Economic and psychological literature on this topic showed the phenomen of temporal discounting, i.e., the proclivity to devalue the outcome distant in time on the basis of the time delay necessary to obtain it. The goals of this research are to investigate two different components of intertemporal choice separately, namely time and outcome, in school-age children, and the possible link among such components and the security of attachment style and theory of mind. Ninety one children aged between 6 and 10 years performed two intertemporal choice tasks, first and second order false belief tasks and the Separation Anxiety Task in the Family and School versions. Results showed that the two components of intertemporal choice (waiting tolerance and sensitivity to delayed outcome) are stately interrelated; the quality of the attachment to the family caregiver affects the tolerance to waiting time and first order false belief understanding affects both the components of intertemporal choice.

Effects of aging on mindreading ability through the eyes: An fMRI study

Theory of Mind--ToM, the capacity to understand ones own and other peoples mental states and to refer to them to foresee and explain the behaviour--relies upon a circumscribed neural system: the posterior end of the superior temporal sulcus (pSTS), the adjacent temporo-parietal junction (TPJ), the temporal pole (TP), the medial prefrontal cortex (mPFC) and the adjacent paracingulate cortex. To our knowledge, the neural basis of mentalizing has not yet been studied in a developmental perspective covering old age, so the aim of this work is to compare the neural basis of a specific aspect of ToM, the mindreading ability through the eyes, in healthy young and old subjects. Two groups of healthy adults (young: 25.2 years; old: 65.2 years) were submitted to an fMRI scanning while performing the Reading the Mind in the Eyes test, which requires the attribution of a mental state to the other person focussing only on the eye-gaze. There was no difference in the behavioural performances between young and old and both groups of subjects activated the pSTS and the TP, thus indicating that old people show no impairment of mentalizing circuits. However, a relevant shifting of the neural circuit implied in each group to solve the task emerged. Old subjects showed a more bilateral activation of frontal areas and a stronger involvement of the linguistic components of the mirror neuron system (i.e. area 44), as compared to young. Both young and old participants activated the non-linguistic components of the mirror neuron system, such as area 6. These findings are discussed taking into account the recent literature dealing with cognitive functions during normal aging.

When Art Moves the Eyes: A Behavioral and Eye-Tracking Study

The aim of this study was to investigate, using eye-tracking technique, the influence of bottom-up and top-down processes on visual behavior while subjects, naïve to art criticism, were presented with representational paintings. Forty-two subjects viewed color and black and white paintings (Color) categorized as dynamic or static (Dynamism) (bottom-up processes). Half of the images represented natural environments and half human subjects (Content); all stimuli were displayed under aesthetic and movement judgment conditions (Task) (top-down processes). Results on gazing behavior showed that content-related top-down processes prevailed over low-level visually-driven bottom-up processes when a human subject is represented in the painting. On the contrary, bottom-up processes, mediated by low-level visual features, particularly affected gazing behavior when looking at nature-content images. We discuss our results proposing a reconsideration of the definition of content-related top-down processes in accordance with the concept of embodied simulation in art perception.

Mapping levels of theory of mind in Alzheimer's disease: a preliminary study

Background: Research on Theory of Mind (ToM), the ability to understand behaviour based on mental state representation, has shifted towards a life span perspective in typical and atypical conditions (dementia). Objectives: The aim of this study is to investigate the presence and the features of ToM decay in early Alzheimers disease (AD) patients compared to healthy controls adopting a neurodevelopmental stance. Method: Sixteen AD patients and 16 healthy controls were submitted to an increasing complexity ToM battery, tapping ToM precursors, standard first- and second-order false beliefs and advanced ToM tasks (Eyes Test and strange stories). Results: The results underline a similar pattern of increasing difficulty of the tasks that explore ToM abilities in both the groups. They also confirm the presence of a strong gap in performance between the CTR and the AD groups, especially in the more complex ToM tasks, whereas there is no significant difference between the two groups in the first level of reasoning about beliefs (first-order false belief). The impairment in specific cognitive functions (i.e. memory and executive functions) seems to correlate with the decline in the most complex mentalistic abilities. Conclusion: This study identifies a specific pattern of deterioration in ToM abilities in AD patients, following backwards developmental steps typical of the acquisition of mentalizing abilities, where the most complex ToM levels are impaired, whereas the intermediate and the simplest ones are preserved.

Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the "Thought in Mind" Project

Mentalization research focuses on different aspects of this topic, highlighting individual differences in mentalizing and proposing programs of intervention for children and adults to increase this ability. The “Thought in Mind Project” (TiM Project) provides training targeted to adults—teachers or parents—to increase their mentalization and, consequently, to obtain mentalization improvement in children. The present research aimed to explore for the first time ever the potential of training for teachers based on the TiM Project, regarding the enhancement of mentalizing of an adult who would have interacted as a teacher with children. For this reason, two teachers – similar for meta-cognitive and meta-emotional skills - and their classes (N = 46) were randomly assigned to the training or control condition. In the first case, the teacher participated in training on the implementation of promotion of mentalizing in everyday school teaching strategies; in the second case the teacher participated in a control activity, similar to training for scheduling and methods, but without promoting the implementation of mentalization (in both conditions two meetings lasting about 3 h at the beginning of the school year and two supervisions during the school year were conducted). The children were tested by tasks assessing several aspects of mentalization (second and third-order false belief understanding, Strange Stories, Reading the mind in the Eyes, Mentalizing Task) both before and after the teacher participate in the TiM or control training (i.e., at the beginning and at the end of the school year). The results showed that, although some measured components of mentalization progressed over time, only the TiM Project training group significantly improved in third order false belief understanding and changed - in a greater way compared to the control group – in two of the three components of the Mentalizing Task. These evidences are promising about the idea that the creation of a mentalizing community promotes the mentalization abilities of its members.

Theory of mind in amnestic mild cognitive impairment: an FMRI study.

Theory of Mind (ToM) undergoes changes at the behavioral level in pathological aging (Alzheimers disease (AD)) and at the neural level in physiological aging. The aim was to determine if there are changes in ToM in the behavioral and neural domains in old subjects with high risk of switching from successful to unsuccessful neurocognitive aging. Patients with amnestic mild cognitive impairment (aMCI) syndrome were studied, since aMCI was proposed to fill the gap between normal aging and dementia. Sixteen aMCI patients (mean age 71 years) and fifteen healthy controls (mean age 67 years) with no differences in age or education were subjected to increasingly complex ToM tasks and to fMRI scanning while performing the Reading the Mind in the Eyes test (RME), which attributes mental states by focusing on eye-gaze. aMCI subjects had worse performances in two second order false belief tasks, confirming the decay of ToM on the behavioral level. Despite a minor activation of some components (posterior end of the superior temporal sulcus and temporal pole) of the ToM neural circuit, no significant differences in the behavioral performances to the RME was found in aMCI compared to controls. Probably the preservation of the mirror neuron system (precentral gyrus-BA 6; Broca area - BA 44) and the stronger involvement of frontal areas (middle and medial frontal cortex and anterior cingulate cortex) supplemented the decay of part of the mentalizing neural circuit, preserving task performance.

Theory of Mind Development in Adolescence and Early Adulthood: The Growing Complexity of Recursive Thinking Ability

This study explores the development of theory of mind, operationalized as recursive thinking ability, from adolescence to early adulthood (N = 110; young adolescents = 47; adolescents = 43; young adults = 20). The construct of theory of mind has been operationalized in two different ways: as the ability to recognize the correct mental state of a character, and as the ability to attribute the correct mental state in order to predict the character’s behaviour. The Imposing Memory Task, with five recursive thinking levels, and a third-order false-belief task with three recursive thinking levels (devised for this study) have been used. The relationship among working memory, executive functions, and linguistic skills are also analysed. Results show that subjects exhibit less understanding of elevated recursive thinking levels (third, fourth, and fifth) compared to the first and second levels. Working memory is correlated with total recursive thinking, whereas performance on the linguistic comprehension task is related to third level recursive thinking in both theory of mind tasks. An effect of age on third-order false-belief task performance was also found. A key finding of the present study is that the third-order false-belief task shows significant age differences in the application of recursive thinking that involves the prediction of others’ behaviour. In contrast, such an age effect is not observed in the Imposing Memory Task. These results may support the extension of the investigation of the third order false belief after childhood.

“What is fair for you?” Judgments and decisions about fairness and Theory of Mind

Theory of Mind (ToM) is involved in decision making in strategic games with adults, while its results with children are still controversial, probably because the literature to date has not directly assessed childrens concept of fairness. The goal of this research is to investigate what constitutes fairness across different age groups (children aged seven, eight and nine years) by assessing both their judgements and their decisions concerning the offers made by a social partner and then to relate this to ToM understanding by using second-order false-belief tasks. Results show that, across age groups, the concept of fairness evolves from divisions in ones advantage towards those of equality; although ToM is not related to the concept of fairness, it plays a role in the strategic behaviour that orients children to accept more equal divisions and to reject hyperfair divisions.

Training communication abilities in Rett Syndrome through reading and writing

The goal of this clinical case study is to investigate the possibility of training communication abilities in people with Rett Syndrome (RS). Usually, girls with RS never exceed the sensorimotor stage of development, but the inter-individual variability typical of RS may lead us to doubt the irrevocability of that developmental limit, especially for those girls who are engaged in cognitive rehabilitation. The case study reported here concerns a 21-year-old girl with RS who was engaged in cognitive rehabilitation training based upon the principles of Feuersteins modificability and mediated learning theory. The training aimed to teach her basic concepts and enhance reading-writing abilities. Statistical analyses showed that the girl reached adequate reading-writing abilities, proving the validity of the cognitive intervention which allowed her to communicate by composing words with her forefinger on an alphabetic table. Although these results need to be cautiously considered as they derive from a single case study, they have implications for future cognitive rehabilitation for deeply impaired clinical conditions as in the case of RS.

Mind-Reading Ability and Structural Connectivity Changes in Aging.

The Mind-Reading ability through the eyes is an important component of the affective Theory of Mind (ToM), which allows people to infer the other’s mental state from the eye gaze. The aim of the present study was to investigate to which extent age-associated structural brain changes impact this ability and to determine if this association is related to executive functions in elderly subjects. For this purpose, Magnetic Resonance Imaging was used to determine both gray matter and white matter (WM) areas associated with aging. The resulting areas have been included in a subsequent correlation analysis to detect the brain regions whose structure was associated with the Mind-Reading ability through the eyes, assessed with the Italian version of the “Reading the Mind in the Eyes” (RME) test, in a sample of 36 healthy subjects ranging from 24 to 79 years of age. The analysis resulted in three important findings: (1) the performance to the RME test is relatively stable across the decades 20–70 (despite a slight decrease of this ability with aging) and independent from executive functions; (2) structural brain imaging demonstrated the involvement of a great number of cortical ToM areas for the execution of the RME test: the bilateral precentral gyrus, the bilateral posterior insula, the left superior temporal gyrus and the left inferior frontal gyrus, which also showed a significant volume decrease with age; (3) an age and task-related decline in WM connectivity on left fronto-temporal portion of the brain. Our results confirm the age-related structural modifications of the brain and show that these changes have an influence on the Mind-Reading ability through the eyes.