Is theory of mind related to social dysfunction and emotional problems in 22q11.2 deletion syndrome (velo-cardio-facial syndrome)?
Is theory of mind related to social dysfunction and emotional problems in 22q11.2 deletion syndrome (velo-cardio-facial syndrome)?
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DOI：
10.1007/s11689-011-9082-7
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发表时间：
2011-06-01
影响因子：
4.9
通讯作者：
Murphy, Kieran C.
中科院分区：
文献类型：
--
作者：
Campbell, Linda E.;Stevens, Angela F.;Murphy, Kieran C.
社会功能障碍本质上涉及严重的精神障碍，如抑郁症和精神病，并与糟糕的心理理论有关。患有22q11.2缺失综合征(22q11DS)的儿童社交能力较差，在青春期和青年时期出现情绪障碍(40%)和精神障碍(高达30%)的风险也特别高。然而，目前尚不清楚这些问题是否与心理技能理论有关，包括潜在的社会认知和社会感知机制。目前的横断面研究包括经典的社会认知、错误信念和心理化任务和社会知觉面孔加工任务。将50名患有22q11DS的儿童与31名年龄匹配的典型发育中的同胞对照进行了比较。关键发现表明，虽然患有22q11DS的较小儿童表现出社交认知技能的获得受损，但与兄弟姐妹对照组相比，患有22q11DS的较大儿童并未受到明显损害。然而，与兄弟姐妹对照组相比，患有22q11DS的儿童被发现存在社会知觉缺陷，表现为在身份、情感、面部语言和凝视的基础上难以匹配面孔。此外，在任务中的表现与年龄、语言能力、父母评定的社会能力和情绪问题有关。这些结果与更好地描述这一人群中的社会能力的重要性有关。
Social dysfunction is intrinsically involved in severe psychiatric disorders such as depression and psychosis and linked with poor theory of mind. Children with 22q11.2 deletion syndrome (22q11DS, or velo-cardio-facial syndrome) have poor social competence and are also at a particularly high risk of developing mood (40%) and psychotic (up to 30%) disorders in adolescence and young adulthood. However, it is unknown if these problems are associated with theory of mind skills, including underlying social-cognitive and social-perceptual mechanisms. The present cross-sectional study included classic social-cognitive false-belief and mentalising tasks and social-perceptual face processing tasks. The performance of 50 children with 22q11DS was compared with 31 age-matched typically developing sibling controls. Key findings indicated that, while younger children with 22q11DS showed impaired acquisition of social-cognitive skills, older children with 22q11DS were not significantly impaired compared with sibling controls. However, children with 22q11DS were found to have social-perceptual deficits, as demonstrated by difficulties in matching faces on the basis of identity, emotion, facial speech and gaze compared with sibling controls. Furthermore, performance on the tasks was associated with age, language ability and parentally rated social competence and emotional problems. These results are discussed in relation to the importance of a better delineation of social competence in this population.