In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements.
Children learn how to solve social situations by predicting and understanding other’s behaviors. Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Results revealed the efficacy of the training in producing improvements on practiced but also on transfer tasks. Training effects were measured using the strange stories (practiced task) and the animation task (transfer task). Participants were randomly assigned to one of two groups: the ToM training (age range: 63–81 years) and the physical-conversation training (age range: 64–81 years). Participants were 63 healthy older adults, native Italian speakers (Mage = 71.44, SD = 5.24, age range: 63–81 years). We provided older adults with a variety of activities designed to facilitate the generalization of benefits to other ToM-demanding tasks. The present study was designed to address this gap in the literature by evaluating the impact of a ToM training on practiced and transfer tasks. Very few studies have investigated whether it is possible to improve older adults’ ToM abilities. Recent research in this area has shown a decline in ToM abilities associated with normal aging that is of a moderate magnitude or greater. Theory of Mind (ToM) refers to the ability to attribute independent mental states to self and others in order to explain and predict social behavior.
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