Searching the underlying mechanisms of specific learning disorder: An emotion recognition and social cognition aspect for Turkish clinical youth population.

IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology: Child Pub Date : 2024-07-01 Epub Date: 2022-12-13 DOI:10.1080/21622965.2022.2156290
Remzi Ogulcan Ciray, Serkan Turan
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Abstract

This study aimed to investigate impairments in social cognition in youth with specific learning disorder (SLD) through a cross sectional study. Eighty six adolescents which include of 43 SLD and 43 typically developing (TD) children completed a battery of tests to analyze social cognition, emotional process and clinical psychopathological profile. SLD group performed significantly worse than healthy controls in facial ER total accuracy score (Cohen d = .77) and Stroop interference (Cohen d = .92). In individual emotion analyses, patients with SLD have a very high deficiency in recognition of angry faces (Cohen d = .89). Between-group difference was also significant for Stroop congruent and facilitation scores (Cohen d = .99). The Specific Learning Disorder Symptom Check List-Parent Form scores were significant -and only- predictor of the model which for total accuracy score of facial recognition. The results of this study supported an impairment in emotion recognition and executive functions in adolescents with SLD but causality seems still unclear.

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探索特殊学习障碍的内在机制:土耳其临床青年人群的情绪识别和社会认知方面。
本研究旨在通过一项横断面研究,调查患有特殊学习障碍(SLD)的青少年在社交认知方面的障碍。86名青少年(包括43名SLD儿童和43名发育正常(TD)儿童)完成了一系列测试,以分析社交认知、情绪过程和临床心理病理学特征。在面部ER总准确率得分(Cohen d = .77)和Stroop干扰(Cohen d = .92)方面,SLD组的表现明显不如健康对照组。在单个情绪分析中,SLD 患者在识别愤怒面孔方面有很大缺陷(Cohen d = .89)。在 Stroop 一致性和促进性得分方面,组间差异也很明显(Cohen d = .99)。特殊学习障碍症状检查表-家长表的得分是预测面部识别总准确率模型的重要指标,也是唯一的预测指标。本研究结果表明,患有特殊学习障碍的青少年在情绪识别和执行功能方面存在障碍,但其因果关系似乎仍不清楚。
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来源期刊
Applied Neuropsychology: Child
Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY
CiteScore
4.00
自引率
5.90%
发文量
47
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.
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