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Social cognition and competence in preschoolers with congenital heart disease

Isabelle Gaudet1, Natacha Paquette1, Amélie Doussau2

  • 1Sainte-Justine University Hospital Research Center.

Neuropsychology
|June 9, 2022
PubMed

Insights

Children with congenital heart disease (CHD) show language and social cognition challenges but maintain social competence. Executive functions and parent-rated executive functions significantly predict social outcomes in preschoolers with CHD.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatric Cardiology

Background:

  • Congenital heart disease (CHD) is linked to neurodevelopmental risks.
  • Social outcomes in young children with CHD are not well understood.
  • Early social development is crucial for long-term well-being.

Purpose of the Study:

  • To profile sociocognitive skills in preschoolers with CHD.
  • To determine the impact of language, executive functions (EF), and social cognition on social competence (SC).
  • To identify specific vulnerabilities and protective factors in social development.

Main Methods:

  • A neuropsychological assessment was administered to 55 five-year-olds with CHD.
  • Performance was compared to standardized test norms.
  • Hierarchical regression analyzed the relationship between cognitive skills (language, affect recognition, theory of mind, EF) and SC.

Main Results:

  • Children with CHD demonstrated deficits in language and theory of mind (ToM) compared to norms.
  • Executive functions (EF) and social competence (SC) were generally preserved.
  • Cognitive functions explained 24.3% of the variance in social outcomes, with parent-rated EF adding 24.8%.

Conclusions:

  • Preschoolers with CHD exhibit vulnerabilities in social cognition and language, not global social competence.
  • Social cognition, language, and EF collectively contribute to social outcomes.
  • Targeted interventions for these cognitive areas may enhance social development in this population.
Abstract

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