Tsomokos, Dimitris I;
Flouri, Eirini;
(2023)
Superior social cognitive abilities in childhood are associated with better reward-seeking strategies in adolescence: evidence for a Social-Motivational Flexibility Model.
advances.in/psychology
10.56296/aip00002.
(In press).
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Abstract
We examined the role of a crucial component of Theory of Mind in childhood, namely the attribution of false beliefs to other agents, in the ability to adjust risk-taking strategies during decision-making in adolescence. The analytic sample was 9575 children from the UK's Millennium Cohort Study, followed at ages 5, 7, and 14 years. The ability to attribute false beliefs was measured at ages 5 and 7 years through a vignette version of the Sally-Anne Task administered by an unfamiliar assessor in a socially demanding dyadic interaction. Risk adjustment was measured at age 14 years with the Cambridge Gambling Task. Even after controlling for a range of individual and family factors, such as sex, ethnicity, verbal ability, family income, and parental education, as well as emotional and behavioural problems, we found that social cognitive abilities in childhood are positively associated with risk adjustment in decision-making during adolescence.
| Type: | Article |
|---|---|
| Title: | Superior social cognitive abilities in childhood are associated with better reward-seeking strategies in adolescence: evidence for a Social-Motivational Flexibility Model |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.56296/aip00002 |
| Publisher version: | https://doi.org/10.56296/aip00002 |
| Language: | English |
| Additional information: | This article is published under the Creative Commons BY 4.0 license. Users are allowed to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. |
| Keywords: | Theory of mind, social cognition, risk-taking, decision-making, adolescence |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10166986 |
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