在6-12岁的中国儿童中,对同情-系统化的认知风格进行了潜在的分析:与智力,执行功能和自闭症特征的联系
Xin Wang1, Le-Le Shen1, Shuo-Lin Pan1
1Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education; Institute for Brain Research and Rehabilitation, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, China.
概括
儿童的认知风格会影响儿童的发展. 高的同情和系统化技能可以提高智力和社会技能,而系统化主导可能会影响执行功能和自闭症特征.
科学领域:
- 儿童发展 儿童发展
- 认知心理学 认知心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 同情和系统化能力与智力,执行功能和典型发育儿童的自闭症特征有关.
- 特定的认知风格 (同情和系统化的平衡) 与这些发育结果之间的关系尚未得到充分理解.
研究的目的:
- 在典型发育的儿童中使用隐性概况分析识别不同的认知风格.
- 检查这些认知风格如何与智力,执行功能和自闭症特征相关.
主要方法:
- 对502名典型发育的儿童 (6-12岁) 进行了潜质分析.
- 认知风格使用儿童同理心系数和系统化系数进行评估.
- 智力,执行功能和自闭症特征使用标准化尺度 (WISC-IV,BRIEF,SRS) 进行测量.
主要成果:
- 他们确定了四种认知风格:高B (高同情/系统化),E-主导 (同情-主导),S-主导 (系统化-主导) 和低B (低同情/系统化).
- 高B和E-主导群体显示出更高的智力. 低B和S主导群体表现出更多的执行功能障碍.
- S-主导与增加的社会沟通困难和自闭症行为方式有关;低B主要表现为社会沟通挑战.
结论:
- 认知风格显著影响儿童的发育轨迹.
- 具有高度同情和系统化的个人资料与更好的认知和社会结果相关.
- 系统化主导型个人资料可能表明执行功能缺陷和自闭症特征的风险,表明需要针对性的干预措施.
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