Executive functions and social cognition in specific learning disorders: a structural equation modeling study of theory of mind as a mediator in childhood.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2026-07-28 DOI:10.1080/21622965.2026.2708894

Maedeh Asadi Rajani, Mohammad Bagher Hassanvand, Hamze Mirzaee, Fatemeh Azadfalah

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引用次数: 0

Abstract

Introduction: Specific learning disorders (SLDs) are neurodevelopmental conditions associated with deficits in executive functions (EF) and social cognition. However, the mechanisms linking these processes to learning difficulties remain unclear. This study examined whether theory of mind (ToM) mediates the EF-SLD relationship.

Methods: In this cross-sectional study (2025), 300 children aged 6-12 years participated. EF was assessed using BRIEF-2 and performance tasks (Go/No-Go, Digit Span). Learning difficulties were measured via parent (CLDQ) and teacher reports, and ToM was assessed using a standardized test. Structural equation modeling with bootstrap analysis (5,000 resamples) tested the model.

Results: The model showed good fit (CFI = .97, RMSEA = .063). EF was positively associated with SLD (β = .61, p < .001) and negatively with ToM (β = -.58, p < .001). ToM negatively predicted SLD (β = -.34, p < .001). The indirect effect of EF on SLD via ToM was significant (β = .20, p = .001), indicating partial mediation.

Conclusion: Findings support a neurocognitive model in which EF influences learning difficulties both directly and through ToM. This highlights the importance of integrating cognitive control and social cognition in assessment and intervention for children with SLDs.

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特殊学习障碍的执行功能与社会认知：儿童时期心理理论中介的结构方程模型研究。

特异性学习障碍（SLDs）是一种与执行功能（EF）和社会认知缺陷相关的神经发育疾病。然而，将这些过程与学习困难联系起来的机制尚不清楚。本研究探讨心理理论是否在EF-SLD关系中起中介作用。方法：在本横断面研究（2025）中，300名6-12岁儿童参与。EF使用BRIEF-2和绩效任务（Go/No-Go, Digit Span）进行评估。学习困难是通过家长（CLDQ）和老师报告来衡量的，汤姆是通过标准化测试来评估的。结构方程建模和自举分析（5000个样本）对模型进行了检验。结果：模型拟合良好（CFI = .97, RMSEA = .063）。EF与SLD呈正相关（β = 0.61, p < 0.001），与ToM呈负相关（β = - 0.58, p < 0.001）。ToM负向预测SLD （β = - 0.34, p < .001）。EF通过ToM对SLD的间接影响显著（β = .20, p = .001），表明有部分中介作用。结论：研究结果支持一种神经认知模型，即EF直接或通过ToM影响学习困难。这凸显了认知控制和社会认知在评估和干预特殊障碍儿童中的重要性。

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

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.