Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M_age = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, M_age = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.

中文翻译：

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青少年心理理论中的语言、歧义和执行功能

检查了执行功能 (EF) 在青少年高级心理理论 (aToM) 中的作用。在研究 1 中，青少年（ 2017 年N = 189， M_年龄 = 13.1 岁，55.6% 的女性来自不同种族/种族的学校）完成了社会认知任务的灵活性和自动化 (FASC)，以及转移和抑制措施。研究 2（ 2018 年和 2019 年N  = 289，M_年龄 = 15.7 岁，59.9% 女性，56.4% 西班牙裔/拉丁裔）使用 FASC 灵活性自动评分在年龄较大的青少年中重复研究 1。社会认知的灵活性因歧义和语言使用而异；社会认知的自动性因歧义而异。EF 的作用不太确定；转移和抑制预示着一些灵活性和自动化措施。歧义、语言和 EF，尤其是变化，会影响 aToM 进入青春期。