View in EDS

The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia

Saved in:
Bibliographic Details
Title: The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia
Language: English
Authors: Li-Chih Wang, Mei-Chih Cheng, Hung-Ju Tsai
Source: Learning Disabilities Research & Practice. 2025 40(3):138-148.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Foreign Countries, Theory of Mind, Dyslexia, Grade 4, Grade 5, Grade 6, Visual Perception, Predictor Variables, Social Cognition, Human Body, Neurodevelopmental Disorders, Elementary School Students, Emotional Response
Geographic Terms: Taiwan
Assessment and Survey Identifiers: Raven Progressive Matrices
DOI: 10.1177/09388982251321539
ISSN: 0938-8982
1540-5826
Abstract: This study investigates facial recognition and the role of theory of mind in Chinese children with dyslexia, addressing a significant gap in research on nonalphabetic dyslexia. Participants were 174 children (85 with dyslexia, 89 typically developing) in Grades 4-6 in Taiwan. Facial recognition, theory of mind, and visual perception were assessed using standardized tests and a researcher-made task. Results revealed that children with dyslexia performed significantly worse on facial recognition tasks than their typically developing peers, even when controlling for visual perception. Furthermore, visual perception emerged as a strong predictor of facial recognition in both groups. Theory of mind also associated significantly with facial recognition, but only for the dyslexia group. These findings underscore the importance of the role social-cognitive skills play in visual perception for this population. The findings suggest that interventions for Chinese children with dyslexia should address both visual and social-cognitive skills to improve facial recognition and social interactions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475151
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1475151
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Li-Chih+Wang%22">Li-Chih Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Mei-Chih+Cheng%22">Mei-Chih Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Hung-Ju+Tsai%22">Hung-Ju Tsai</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. 2025 40(3):138-148.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+Mind%22">Theory of Mind</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink><br /><searchLink fieldCode="DE" term="%22Neurodevelopmental+Disorders%22">Neurodevelopmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/09388982251321539
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0938-8982<br />1540-5826
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates facial recognition and the role of theory of mind in Chinese children with dyslexia, addressing a significant gap in research on nonalphabetic dyslexia. Participants were 174 children (85 with dyslexia, 89 typically developing) in Grades 4-6 in Taiwan. Facial recognition, theory of mind, and visual perception were assessed using standardized tests and a researcher-made task. Results revealed that children with dyslexia performed significantly worse on facial recognition tasks than their typically developing peers, even when controlling for visual perception. Furthermore, visual perception emerged as a strong predictor of facial recognition in both groups. Theory of mind also associated significantly with facial recognition, but only for the dyslexia group. These findings underscore the importance of the role social-cognitive skills play in visual perception for this population. The findings suggest that interventions for Chinese children with dyslexia should address both visual and social-cognitive skills to improve facial recognition and social interactions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475151
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475151
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/09388982251321539
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 138
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Theory of Mind
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Human Body
        Type: general
      – SubjectFull: Neurodevelopmental Disorders
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Taiwan
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
    Titles:
      – TitleFull: The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Li-Chih Wang
      – PersonEntity:
          Name:
            NameFull: Mei-Chih Cheng
      – PersonEntity:
          Name:
            NameFull: Hung-Ju Tsai
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0938-8982
            – Type: issn-electronic
              Value: 1540-5826
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Learning Disabilities Research & Practice
              Type: main
ResultId 1