Reflective functioning: a review.

TL;DR: This paper reports on three studies on the development and validation of the Parental Reflective Functioning Questionnaire (PRFQ), a brief, multidimensional self-report measure that assesses parental reflective functioning or mentalizing, that is, the capacity to treat the infant as a psychological agent.

TL;DR: Both unresolved trauma and trauma-specific reflective function made significant contributions to explaining variance in infant attachment disorganization, and new evidence is provided of the importance of the absence of mentalization regarding trauma for infant attachment.

TL;DR: 47 studies that supported the notion that higher parental RF was associated with adequate caregiving and the child’s attachment security, whereas low maternal RF was found in mothers whose children suffered from anxiety disorders, impairment in emotion regulation, and externalizing behaviors.

TL;DR: As addiction severity increased, MIO also appeared to serve as a protective factor for maternal reflective functioning, quality of mother–child interactions, and child attachment status.

TL;DR: A new model of metarepresentational development is used to predict a cognitive deficit which could explain a crucial component of the social impairment in childhood autism.

TL;DR: In this paper, a new model of metarepresentational development was used to predict a cognitive deficit in children with autism, which could explain a crucial component of the social impairment in childhood autism.

TL;DR: The Revised Eyes Test has improved power to detect subtle individual differences in social sensitivity and was inversely correlated with the Autism Spectrum Quotient (the AQ), a measure of autistic traits in adults of normal intelligence.

Abstract: We are grateful to the Institute of Human Development, Berkeley, and to the Society for Research in Child Development for funding that made the study of our sample at 6 years possible. In its earlier phases, the Social Development Project was supported by the William T. Grant Foundation, by the Alvin Nye Main Foundation, and by Bio-Medical Support Grants 1-444036-32024 and 1-444036-32025 for studies in the behavioral sciences. The Child Study Center at the University of California was invaluable in its provision of subjects and in the training provided for our observers and examiners. The National Center for Clinical Infancy Programs provided support and assistance to Nancy Kaplan. This project would not have been possible without the direction and assistance provided by Donna Weston and by Bonnie Powers, Jackie Stadtman, and Stewart Wakeling in its first phases. For the initial identification of infants who should be left unclassified-an identification critical to the present study-we gratefully acknowledge both Judith Solomon and Donna Weston. Carol George participated in the designing of the sixth-year project; Ruth Goldwyn served as adult interviewer; and Ellen Richardson served as the child's examiner. The videotapes and transcripts of the sixth-year study were analyzed by Jude Cassidy, Anitra DeMoss, Ruth Goldwyn, Nancy Kaplan, Todd Hirsch, Lorraine Littlejohn, Amy Strage, and Reggie Tiedemann. Mary Ainsworth, John Bowlby, Harriet Oster, and Amy Strage provided useful criticism of earlier versions of this chapter. The overall conceptualization was substantially enriched by suggestions made by Erik Hesse.