Hot and cool executive function and theory of mind in children with and without specific learning disorders.

IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology: Child Pub Date : 2024-07-08 DOI:10.1080/21622965.2024.2375659
Evangelia-Chrysanthi Kouklari, Stella Tsermentseli, Aikaterini Pavlidou
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Abstract

Executive function (EF) in specific learning disorders (SLD) has been investigated using mainly cool EF tasks, whilst less is known about hot EF and theory of mind (ToM) in this population. The aim of this study was to examine group differences in hot and cool EF and ToM in school-aged children with SLD relative to typically developing peers. It also attempted to investigate whether EF measures are significant predictors of ToM in SLD and typical development. Cross-sectional data were collected from 135 school-aged children with and without SLD (8-10 years old), tested on measures of cool & hot EF and ToM. Significant group differences were observed in EFs inhibition (p= .04), working memory (p= .04) and delay of gratification (p < .001), as well as ToM mental state/emotion recognition (p = .019). Inhibition and planning contributed to 22% of the explained variance of ToM mental state/emotion recognition, but not false belief overall. Results suggest that cool EF may be a crucial predictor of ToM in children with and without SLD. Finally, stepwise logistic regression analysis identified specific hot EF and ToM measures contributing to group differentiation, specifically delay of gratification (odds ratio=.995, 95% CI [.993-.998]) and mental state/emotion recognition (odds ratio= .89, 95% CI [.796-.995]). This study contributes to our understanding of cognitive deficits and socio-cognitive impairment in children with SLD, which hold promise for informing interventions aimed at addressing these cognitive challenges.

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有和没有特殊学习障碍儿童的冷热执行功能和思维理论。
对特殊学习障碍(SLD)儿童执行功能(EF)的研究主要使用冷EF任务,而对该人群的热EF和心智理论(ToM)则知之甚少。本研究旨在考察学龄特殊学习障碍儿童与发育正常的同龄人相比,在冷热EF和心智理论方面的群体差异。研究还试图探究在 SLD 和典型发育中,EF 测量是否能显著预测 ToM。研究收集了 135 名患有和未患有 SLD 的学龄儿童(8-10 岁)的横断面数据,并对他们进行了冷热 EF 和 ToM 测量测试。在抑制(p= .04)、工作记忆(p= .04)和延迟满足(p < .001)以及ToM心理状态/情绪识别(p = .019)方面,观察到了显著的群体差异。抑制和计划对ToM心理状态/情感识别的解释变异贡献了22%,但对总体错误信念的解释变异贡献不大。结果表明,在有或没有 SLD 的儿童中,冷静的 EF 可能是预测 ToM 的关键因素。最后,逐步逻辑回归分析确定了特定的热EF和ToM测量,特别是延迟满足(几率比=.995,95% CI[.993-.998])和心理状态/情感识别(几率比=.89,95% CI[.796-.995]),这些测量有助于区分群体。这项研究有助于我们了解 SLD 儿童的认知缺陷和社会认知障碍,从而为旨在应对这些认知挑战的干预措施提供依据。
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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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