Table of Contents
ISRN Neurology
Volume 2012 (2012), Article ID 637453, 8 pages
http://dx.doi.org/10.5402/2012/637453
Research Article

Sequences of Mind Development in Boys with Autism Spectrum Disorder

1Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tabriz, 29 Bahman Bolvard, Tabriz 5166616471, Iran
2Clinical Psychiatry Research Centre and Razi Hospital, Elgoli Road, Tabriz, East Azerbaijan 51664, Iran
3Department of Psychiatry, Clinical Psychiatry Research Centre, Tabriz University of Medical Science, Razi Hospital, Elgoli Road, Tabriz, East Azerbaijan 51664, Iran
4Department of Psychology, University of Tabriz and Autism Association, 29 Bahman Bolvard, Tabriz 5166616471, Iran

Received 5 October 2012; Accepted 24 October 2012

Academic Editors: K. W. Lange and P. G. Simos

Copyright © 2012 Abbas Bakhshipour et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Autism is a pervasive neurodevelopment disorder, primarily encompassing difficulties in the social, language, and communicative domains. One of the most common social cognitive theories of autism is based on theory of mind (ToM), the “mentalizing” ability needed to infer that others have their own beliefs and desires in order to understand their behavior. In the current study, this hypothesis was tested using Wellman and Liu's scaled ToM tasks. These were employed in the assessment of ToM development of verbal, school-aged high-functioning boys with autism spectrum disorder (ASD). The results indicated that children with ASD performed significantly worse than normal children on ToM tasks ( ; ). However, it was shown that some of the ASD children were able to pass desire and false-belief tasks whereas none of them could succeed in knowledge and real-apparent emotion tasks.