The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia
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| Title: | The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia |
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| 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 |
| 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. |
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| ISSN: | 0938-8982 1540-5826 |
| DOI: | 10.1177/09388982251321539 |
