SOCIAL COGNITION IN CHILDREN WITH DOWN SYNDROME
SOCIAL COGNITION IN CHILDREN WITH DOWN SYNDROME
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DOI：
10.1016/s0074-7750(07)35002-7
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发表时间：
2008-01-01
期刊：
影响因子：
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通讯作者：
Wishart, Jennifer G.
中科院分区：
文献类型：
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作者：
Cebula, Katie R.;Wishart, Jennifer G.
患有唐氏综合症的儿童面临着相当大的智力挑战。尽管人们普遍认为他们的社会理解力相对“幸免”，但许多人在人际交往方面也遇到了重大困难。本章评估了有关唐氏综合症社会认知发展的文献，以及理解他人社会行为、情绪和意图方面的优势或劣势的证据。它强调了迄今为止对婴儿和学龄前儿童的主要关注，以及因此需要对老年人进行更多研究，最好是通过更大规模、跨综合征和纵向研究。它还强调需要将发育轨迹的知识不仅与唐氏综合症的基本神经生物学联系起来，而且还与儿童社会环境的各个方面联系起来。研究如何在学习环境中使用人际理解并将这些知识转化为更有针对性的支持计划也应该是一个优先事项。
Children with Down syndrome face considerable intellectual challenges. Despite the widespread belief that their social understanding is relatively "spared," many also experience significant difficulties at an interpersonal level. This chapter assesses the literature on sociocognitive development in Down syndrome and the evidence for strengths or weaknesses in understanding the social behaviors, emotions, and intentions of others. It highlights the predominant focus to date on infants and preschool children and the consequent need for more research at older ages, ideally through larger-scale, cross-syndromic, and longitudinal studies. It also underlines the need to tie knowledge of developmental trajectories not only to the underlying neurobiology of Down syndrome but also to aspects of the children's social environment. Investigating how interpersonal understanding is used in learning contexts and translating this knowledge into more focused support programs should also be a priority.