دانلود مقاله ISI انگلیسی شماره 39615
عنوان فارسی مقاله

عملکرد دوپامینرژیک و تئوری ذهن پیش دبستانی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
39615 2010 8 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Dopaminergic functioning and preschoolers’ theory of mind
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Neuropsychologia, Volume 48, Issue 6, May 2010, Pages 1767–1774

کلمات کلیدی
تئوری ذهن - عملکرد اجرایی - دوپامین - عصب تکاملی - علوم اعصاب اجتماعی
پیش نمایش مقاله
پیش نمایش مقاله عملکرد دوپامینرژیک و تئوری ذهن پیش دبستانی

چکیده انگلیسی

Representational theory of mind (RTM) development follows a universal developmental timetable whereby major advances in reasoning about mental representations occur between the ages of 3 and 5 years old. This progression appears to be only absent in the case of specific neurodevelopmental impairments, such as autism. Taken together, this suggests that neuromaturational factors may play a role in RTM development. Recent EEG work has shown that one neuromaturational factor pacing this universal developmental timetable is the functional maturation of medial prefrontal cortex. The neurotransmitter dopamine (DA) is thought to play a crucial role in typical frontal lobe development. Therefore, the goal of the present study was to investigate the role that DA may play in RTM development. Ninety-one 48–62-month olds were given a battery of RTM tasks along with EEG measurement. EEG recordings were analyzed for eyeblinks, a reliable indicator of DA functioning, and we calculated their average eyeblinks per minute (EBR). Regression analyses showed that EBR was associated with RTM after controlling for children's performance on a Stroop-like measure, language ability, gender, and age. These findings provide evidence that DA functioning is associated with RTM in the preschool years, and are discussed with respect to how DA might provide a mechanism that helps to account for both neurobiological and experiential factors that are known to affect the timetable of preschoolers’ RTM development.

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