How does teaching experience impact brain processes underlying the theory of mind? Study on primary school educators.

Despite its importance for daily social interactions, few studies have explored interindividual differences in the Theory of Mind (ToM) abilities of healthy adults. We used Children's False-Attribution (CFA), Children's False-Beliefs (CFB), and Belief-Desire Reasoning tasks, along with fMRI-based assessments, in a comparative analysis of ToM among primary school teachers (PST; n = 27), skilled in social interactions with children, and matched controls (MC; n = 24), who lacked such experience. PST demonstrated slower reaction times than MC in Adult and Child false-belief stories of CFB. However, no other behavioral differences between the groups and between-group differences were observed at the brain level. Both groups presented similar valence ratings for stories in the CFA. Notably, fMRI analysis revealed a group-by-condition interaction effect in the right lateral orbitofrontal cortex (OFC). In PSTs, OFC activation decreased during negative false-attribution stories regarding children compared to stories related to adults, whereas MC demonstrated an opposite activation pattern. Between-group differences in right lateral OFC activity possibly signify a neural efficiency effect secondary to frequent social interactions of PSTs, unlike the MCs, with children in the working environment. These results underscore the significance of everyday social experiences in the functional plasticity of ToM networks.