This study discusses the effect of training from imitation of emotional facial actions on improving the ability of mind reading in children with autism. This study was of the experimental type with the single test design and covered the society of all the children with high functioning autism disorder between 1393-92 who for receiving the specialized services, had consulted with the centers located in Teheran. With a targeted sampling, three 5 to 7 year old children were chosen. The assessments were done in five steps; two weeks before starting the treatment, one day before starting the treatment, after five sessions of treatment, after 12 sessions of treatment, one day after finishing the treatment and finally, the follow up step (four weeks after finishing the treatment). The means used in test was the observer mind reading test, 38 theory of mind questionnaire. The data were analyzed using the single test design. The results obtained by analyzing the diagrams shows that the performance of participants in observer mind reading test, 38 theory of mind questionnaire has improved significantly. Also, the amount of effect showed that this training program had been effective in promoting the mind reading. This study showed that using the training based on imitation supports the children with high functioning autism disorder in restoring some levels of theory of mind and after applying the intervention, the skills of mind reading has improved significantly in these children.

Background: Many studies have pointed to the impairments of emotion regulation in attention deficit/ hyperactivity disorder (ADHD), but the main problem is whether emotion dysregulation in this disorder can be affected by the theory of mind and metacognition? Aims: The present study aimed to predict emotion dysregulation based on the theory of mind and metacognition in male students with ADHD. Method: The current study was a descriptive-correlational design. The statistical population of the study was all male students of the sixth grade of elementary school (2567 people) in the cities of Bostanabad and Sarab in the academic year 2017-2018. The study sample included 90 students with ADHD selected through multistage cluster random sampling. The data were collected using Conners’ teacher rating scale (1998), Gross and John (2003) emotion regulation questionnaire, Sperling et al. (2002) children's metacognition scale, and Qomrani et al. (2006) theory of mind test. Results: The results of multiple regression showed that metacognition and the theory of mind together significantly predicted 34% of the variance in cognitive reappraisal and 42% of the variance in emotional suppression (p<0/05). Conclusions: According to the results of the study, metacognition and the theory of mind have important roles in the emotion dysregulation of children with ADHD.

Background: Attention deficit / hyperactivity disorder (ADHD) has adverse effects on children's social cognition. But the key question is whether there is a difference in social cognition (levels of theory of mind and empathy) between children with ADHD and normal children. Aims: To compare the levels of theory of mind and empathy in two groups of children with ADHD and normal children. Method: The study was a causal-comparative study. The statistical population included all 6 to 8 year old children with ADHD and normal children in Tabriz. Fifty children with disabilities and 50 normal children were selected through purposive sampling. The tools include the Hutchinson et al. (2008) theory of mind questionnaire and the Cognitive and Emotional Empathy Scale of Children: Dadas et al. (2008). The results were analyzed by multivariate analysis of variance. Results: The results showed that the components of theory of mind and empathy were significantly lower in children with ADHD than normal children (p<0/0001). Conclusions: It can be concluded that levels of theory of mind and empathy are higher in normal children than children with ADHD.

Background: Research has shown there is a relationship between the Theory of mind and cognitive processes, which can affect character and personality traits. But could the theory of mind explain social judgement and personality traits? Aims: The purpose of this study was to determine the mediating role of personality traits in the relationship between theory of mind and social judgment. Method: The research method was correlated with the structural model approach. The statistical population of this study consisted of all students of Shiraz Postgraduate Students, from which 400 students were selected by multistage cluster random sampling and were asked to complete the Theory of Mind (Baron-Cohen, 2001), Five Big Factors of Personality (Goldberg, 1999), The Social Judgment Questionnaire (Shang Peir, 2007) was answered. Data was analyzed using structural equation modeling. Results: The results showed that the effect of theory of mind on the characteristics of agreeableness, empiricism, extraversion and responsibility was positive and significant (p=0/001) and on neuroticism was negative and significant p=0/002. In addition, the theory of the mind predicted social judgment directly and indirectly through the mediation of responsibility (P≤0/005). Conclusions: Increasing the theory of mind in students through accountability enhances their social judgment.

Background: Cognitive impairment is one of the most common and important non-motor aspects of Parkinson's disease and greatly affects the function and quality of life of patients. But the key question is, do the theory of mind and decision-making process differ in Parkinson's patients and normal people? Aims: To compare the theory of mind and decision making process in Parkinson's disease and normal subjects. Method: This was a causal-comparative study. The statistical population included all Parkinson's patients referring to Tabriz health centers. Forty patients with Parkinson's disease and 40 normal individuals were selected by purposive sampling. Research tools include the eye-reading test (Baron-Cohen, 1995) and the Iowa Gambling Test (Bachara, Damasio & Anderson, 1994). Data analysis was performed using two-way variance. Results: There was a significant difference between Parkinson's disease and normal subjects in Iowa gambling and mind reading (p<0/01). Conclusions: Theory of mind and decision making in Parkinson's patients is lower than normal.

Background: Various studies have been conducted on the effectiveness of filial-therapy and child-centered play in improving children's emotional and behavioral disorders, but little research has been done to compare the effectiveness of these two methods on theory of mind. Aims: The purpose of this study was to compare the effectiveness of these two types of treatments on the levels of theory of mind. in children with separation anxiety disorder. Method: The method was quasi-experimental with pretest and posttest in three groups. The statistical population consisted of all female students (2732 students) in the fifth and sixth grades of Babol in the second semester (2018-2019). Based on the entry and exit criteria, 45 people were selected by convenience sampling as a statistical sample and randomly divided into three experimental groups and control group, each group consisting of 15 students. The first experimental group received child-centered play therapy with Axline approach (1969) in sixteen 45-minute sessions, the second experimental group received filial therapy training (Landreth, 1993) in ten 2 hour sessions. The research instruments were Questionnaire (d), the children Symptoms inventory (CSI-4) and the Stearrman Theory of Mind Questionnaire (1992). Data were analyzed by multivariate analysis of covariance using SPSS. Result: The results showed that both interventions Were effective in improving the levels of theory of mind in children with separation anxiety disorder. Moreover, there was significant difference between the effectiveness of the experimental groups of filial therapy and child-centered play therapy at level 1, and the filial therapy was more effective. But there was no significant difference between the two experimental groups at levels 2 and 3 (p< 0/05). Conclusions: The results showed that parenting play therapy training can be considered as a better alternative in improving the levels of mind theory as well as improving the psychological symptoms of children with separation anxiety disorder; This study also confirms that timely identification and treatment of this disorder should be one of the important activities of child mental health professionals so planning to prevent and treat the disorder is a priority.

Background: Over the recent decades, personal epistemology or the nature of human knowledge with some concepts including metacognition and theory of mind, which emphasized that people interpret the behavior of others based on their own mental beliefs, inner intentions, thoughts, feelings, and beliefs, were considered by psychologists. In congruence with previous studies, there is a research gap in children's understanding of the nature of knowledge and the impact of metacognition and theory of mind on their epistemology.
Aims: This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.
Methods: This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.
Results: The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).
Conclusion: Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting

 Background: Autism is a neurodevelopmental disorder characterized by persistent deficits in communication-social skills, and weakness in social skills in these children has negative consequences. New hypotheses relate autism spectrum disorder to a deficiency in the theory of mind. Teaching social-emotional skills by including self-awareness, self-management, social awareness, and emotional awareness can be an effective intervention to improve the theory of mind in these children. This is despite the fact that there is a research gap in this field and no study has been conducted to investigate this important issue.
Aims: The present study was conducted with the aim of determining the effectiveness of social-emotional skill training in improving the theory of mind in children with autism.
Methods: The design of the current research was a quasi-experimental type of pre-test-post-test and control group. The statistical population of the research included all male students with autism spectrum in the age group of 7 to 15 years in the city of Tehran in the academic year of 2019-2020, from which 20 people were randomly selected and divided into two experimental groups (10 people) and control (10 people) were replaced. For the experimental group, ten sessions of social-emotional skill training intervention taken from the educational package of Khosrotash et al. (2019) were implemented, but the control group did not receive any intervention. The data collection tools in this research included the autism spectrum assessment questionnaire (Ehlers et al., 1999) and theory of mind test (Muris et al., 1999), which were completed by parents. Also, the obtained data were analyzed using the covariance analysis method and the SPSS version 22 software.
Results: The results show that social-emotional learning training has increased theory of mind scores in the experimental group (P<0.05). The effect size of the theory of mind score was 36%, and therefore social-emotional learning has been able to explain 36% of the changes in theory of mind scores.
Conclusion: According to the results obtained in the present study, it seems that social emotional skill training can affect the theory of mind in children with autism. Therefore, it is recommended to use it along with other treatment methods in order to improve emotional, social and communication skills in these children.