Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits.
Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits.
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DOI：
10.1186/1753-2000-2-16
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发表时间：
2008-07-07
影响因子：
5.6
通讯作者：
Warden, David
中科院分区：
文献类型：
--
作者：
Anastassiou-Hadjicharalambous, Xenia;Warden, David
背景技术：认知和/或情感观点采择的缺陷与行为障碍（CD）有关，但实证研究产生了模棱两可的结果。可能涉及两个因素：（a）CD亚组的反社会行为的明显缺陷，（B）认知和情感观点采择与亚组呈现认知或情感特异性deficits.METHOD之间的合理分离：本研究采用了二阶错误信念范式，其中认知观点采择问题挖掘了人物的思想和情感观点采择问题挖掘了这些思想所产生的情感。在三组儿童中比较了情感和认知观点采择：（a）冷酷-无情感特征的CD升高（CD-高CU，n = 30），（B）CD低CU性状（CD-低-CU，n = 42）和（c）“典型发展”对照组（n = 50），年龄匹配结果：结果显示，CD-低CU儿童的情感和认知观点采择能力均存在缺陷。相比之下，CD-高CU儿童表现出相对的能力，在认知，但赤字的情感角度来看，这一发现表明一个情感特定的缺陷和一个合理的分离的情感和认知角度来看，在CD-高CU children.CONCLUSION：目前的研究结果表明，赤字的认知角度来看，长期以来一直牵连在CD儿童的一个子集的特点。相比之下，情感观点采择缺陷是两个CD亚组的特征，但这些缺陷似乎遵循不同的发展路径，值得进一步研究。
BACKGROUND: Deficits in cognitive and/or affective perspective-taking have been implicated in Conduct-Disorder (CD), but empirical investigations produced equivocal results. Two factors may be implicated: (a) distinct deficits underlying the antisocial conduct of CD subgroups, (b) plausible disjunction between cognitive and affective perspective-taking with subgroups presenting either cognitive or affective-specific deficits.METHOD: This study employed a second-order false-belief paradigm in which the cognitive perspective-taking questions tapped the character's thoughts and the affective perspective-taking questions tapped the emotions generated by these thoughts. Affective and cognitive perspective-taking was compared across three groups of children: (a) CD elevated on Callous-Unemotional traits (CD-high-CU, n = 30), (b) CD low on CU traits (CD-low-CU, n = 42), and (c) a 'typically-developing' comparison group (n = 50), matched in age (7.5 - 10.8), gender and socioeconomic background.RESULTS: The results revealed deficits in CD-low-CU children for both affective and cognitive perspective-taking. In contrast CD-high-CU children showed relative competency in cognitive, but deficits in affective-perspective taking, a finding that suggests an affective-specific defect and a plausible dissociation of affective and cognitive perspective-taking in CD-high-CU children.CONCLUSION: Present findings indicate that deficits in cognitive perspective-taking that have long been implicated in CD appear to be characteristic of a subset of CD children. In contrast affective perspective-taking deficits characterise both CD subgroups, but these defects seem to be following diverse developmental paths that warrant further investigation.