影响识别,思维理论和同理心在学前儿童与外部化行为问题-A组比较和发展心理考虑影响识别,思维理论和同理心
Laura M Watrin-Avino1, Franziska J Forbes1, Martin C Buchwald1
1Department of Child and Adolescent Psychiatry, Charité Campus Virchow, Charité-Universitätsmedizin Berlin, 13353 Berlin, Germany.
Children (Basel, Switzerland)
|September 28, 2023
概括
具有外化行为问题 (EBP) 的学龄前儿童在认知社会技能方面表现出显著的缺陷,包括认知思维理论 (ToM) 和亲社会行为. 在进入学校之前,早期干预对于社会认知发展至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 发育神经科学的发展神经科学.
- 社会认知是指社会认知.
背景情况:
- 学前精神障碍往往涉及与影响认知,思维理论 (ToM) 和同理心相关的人际关系困难.
- 这些社会认知技能尚未在具有外部化行为问题 (EBP) 的学龄前儿童中得到全面研究.
研究的目的:
- 调查EBPs学龄前儿童在影响识别,ToM和同情心方面的障碍.
- 确定这些社会认知缺陷在具有外化行为的幼儿中的程度.
主要方法:
- 对比22名带有EBP的学前儿童与28名健康对照 (HCs).
- 评估影响识别,情感和认知ToM,以及与同情相关的特征 (情感传染,关注他人的感受,亲社会行为).
- 使用标准化测试对智商和语言能力进行控制.
主要成果:
- 与HC相比,患有EBP的学龄前儿童在认知ToM,关注他人的感受和亲社会行动方面表现出明显更大的损害.
- 这些障碍与外部化行为问题密切相关,特别是影响认知社会认知领域.
- 在情感社会认知领域没有发现显著差异.
结论:
- 社会认知发展,特别是对ToM和亲社会行为的认知方面,在患有EBP的学龄前儿童中可能会受到损害.
- 这些缺陷凸显了在入学前早期社会认知技能提升的必要性,以减轻长期的人际关系问题.
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