Affective and Cognitive Theory of Mind in Children with Down Syndrome: A Brief Report

IF 1.1 4区 教育学 Q3 EDUCATION, SPECIAL
Anna Amadó, Francesc Sidera, Elisabet Serrat
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引用次数: 0

Abstract

ABSTRACT

Background Previous literature suggests that children with Down syndrome (DS) have difficulties in cognitive and affective components of Theory of Mind (ToM). However, the nature of the distinction between cognitive and affective ToM has not yet been addressed in depth in this population. Aims This work is aimed at studying the cognitive and affective ToM in children with DS. Methods and Procedures Cognitive ToM tasks (first-order false belief) and affective ToM tasks (Test of Emotion Comprehension) were administered to 30 children with DS (aged from 4 to 12 years) and to 60 typically developing (TD) children (aged from 2 to 12 years). TD children were divided into 2 groups: a Language control group and a Chronological age control group. Results Results suggest that children with DS have difficulty with both the cognitive and affective ToM components, even when compared to the language control group. In contrast to children with typical development, children with DS have a better performance in affective ToM. Conclusions We discuss our results in the light of prior studies describing the difficulties of children with DS in ToM tasks and the role of language in ToM development.

唐氏综合症儿童的情感和认知心理理论:简要报告
摘要背景既往文献表明,唐氏综合征儿童在心理理论(ToM)的认知和情感成分方面存在困难。然而,在这个人群中,认知和情感汤姆之间的区别的本质尚未得到深入的解决。目的研究退行性痴呆儿童的认知和情感行为。方法和步骤对30名4 ~ 12岁的残疾儿童和60名2 ~ 12岁的正常发育(TD)儿童进行认知汤姆任务(一阶错误信念)和情感汤姆任务(情绪理解测试)。将TD儿童分为两组:语言对照组和实足年龄对照组。结果结果表明,即使与语言对照组相比,退行性障碍儿童在认知和情感方面也存在困难。与典型发育儿童相比,障碍儿童在情感行为方面表现更好。结论我们根据先前的研究描述了障碍儿童在ToM任务中的困难以及语言在ToM发展中的作用,讨论了我们的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
9.10%
发文量
41
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