Sluggish cognitive tempo (SCT) is considered as a cognitive-emotional style. Theory of mind (ToM) skills form the basis of human cognition and social behavior. The aim of this study is to contribute to SCT literature by examining the relationship between SCT and cognitive and affective ToM in school-age children with attention deficit and hyperactivity disorder (ADHD). Fifty school-age children with ADHD (43 boys and seven girls) and 40 typically developing children (34 boys and six girls) were assessed using Parent-rated Barkley Child Attention Scale and Child Behavior Checklist/6–18, cognitive (first- and second-order ToM) and affective ToM (Reading Mind in the Eyes Test and Unexpected Outcomes Test (UOT)) tests. Multiple linear regression analysis was performed to determine the variables that may predict SCT levels in children with ADHD. Attention deficit and hyperactivity disorder-inattention (Exp(B) = .334, p = .027), internalization (Exp(B) = .305, p = .006), and UOT scores (Exp(B) = .933, p = .015) significantly predicted SCT severity in children with ADHD. SCT severity was significantly associated with impaired cognitive ToM skills as measured by second-order ToM (Exp(B) = 1.933, p = .045). Our findings may indicate that affective ToM developing with age, and impaired cognitive ToM skills are associated with increasing SCT severity.

缓慢的认知节奏 (SCT) 被认为是一种认知情绪风格。心理理论 (ToM) 技能构成了人类认知和社会行为的基础。本研究的目的是通过检查 SCT 与患有注意力缺陷和多动障碍 (ADHD) 的学龄儿童的认知和情感 ToM 之间的关系，为 SCT 文献做出贡献。50 名患有 ADHD 的学龄儿童（43 名男孩和 7 名女孩）和 40 名正常发育儿童（34 名男孩和 6二阶 ToM）和情感 ToM（眼睛阅读测试和意外结果测试 (UOT)）测试。进行多元线性回归分析以确定可能预测 ADHD 儿童 SCT 水平的变量。p = .027)、内化 (Exp(B) = .305, p = .006 ) 和 UOT 评分（Exp(B) = .933, p = .015）可显着预测 ADHD 儿童的 SCT 严重程度。SCT 的严重程度与二阶 ToM 衡量的认知 ToM 技能受损显着相关（Exp(B) = 1.933, p = .045）。我们的研究结果可能表明，随着年龄的增长而发展的情感 ToM 和认知 ToM 技能受损与 SCT 严重程度的增加有关。