Social cognition dysfunction in adolescents with 22q11.2 deletion syndrome (velo-cardio-facial syndrome): relationship with executive functioning and social competence/functioning
Social cognition dysfunction in adolescents with 22q11.2 deletion syndrome (velo-cardio-facial syndrome): relationship with executive functioning and social competence/functioning
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DOI：
10.1111/jir.12183
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发表时间：
2015-09-01
影响因子：
3.6
通讯作者：
Schall, U.
中科院分区：
文献类型：
--
作者：
Campbell, L. E.;McCabe, K. L.;Schall, U.
背景社会困难经常出现在智障人士中。与一般发育中的年轻人相比，患有22q.11.2缺失综合症(22q11DS)的儿童和成年人往往社交能力较差，在执行和社交认知技能方面的表现也较差。然而，在22q11DS中，社会功能与更基本的社会认知和执行功能过程之间的关系并没有得到很好的理解。本研究以22q11DS为被试，考察了情绪归因和心理理论的社会认知测量与执行功能的关系及其对社会能力的贡献。使用情绪归因任务(EAT)和图片排序任务(PST)测试社会认知，这两个任务测试了心理化(错误信念)、排序、因果和抑制。使用伦敦塔任务的计算机化版本以及空间和非空间能力的工作记忆测量来评估执行功能。结果与正常对照组相比，22q11DS青少年在错误信念、情绪归因和执行功能方面存在缺陷。在PST中，所有故事类型的表现都较差，尽管两组故事类型的错误模式和反应时间相似。一般排序能力是错误信念的最强预测者，错误信念任务的成绩预测情绪归因的准确性。智力功能，而不是心理理论或执行功能，预测了22q11DS的社交能力。结论心理理论的社会认知任务的表现表明22q11DS存在一般潜在的功能障碍，包括理解原因和结果的执行能力，对社会情景的逻辑推理能力，以及对显著但误导性线索的反应抑制。然而，一般的智力能力与实际的社会能力密切相关，这表明，一般性的智力缺陷加上更具体的执行障碍，可能是22q11DS中较差的社会认知能力的最佳解释。
BackgroundSocial difficulties are often noted among people with intellectual disabilities. Children and adults with 22q.11.2 deletion syndrome (22q11DS) often have poorer social competence as well as poorer performance on measures of executive and social-cognitive skills compared with typically developing young people. However, the relationship between social functioning and more basic processes of social cognition and executive functioning are not well understood in 22q11DS. The present study examined the relationship between social-cognitive measures of emotion attribution and theory of mind with executive functioning and their contribution to social competence in 22q11DS.MethodThe present cross-sectional study measured social cognition and executive performance of 24 adolescents with 22q11DS compared with 27 age-matched typically developing controls. Social cognition was tested using the emotion attribution task (EAT) and a picture sequencing task (PST), which tested mentalising (false-belief), sequencing, cause and effect, and inhibition. Executive functioning was assessed using computerised versions of the Tower of London task and working memory measures of spatial and non-spatial ability. Social competence was also assessed using the parent-reported Strengths and Difficulties Questionnaire.ResultsAdolescents with 22q11DS showed impaired false-belief, emotion attribution and executive functioning compared with typically developing control participants. Poorer performance was reported on all story types in the PST, although, patterns of errors and response times across story types were similar in both groups. General sequencing ability was the strongest predictor of false-belief, and performance on the false-belief task predicted emotion attribution accuracy. Intellectual functioning, rather than theory of mind or executive functioning, predicted social competence in 22q11DS.ConclusionsPerformance on social-cognitive tasks of theory of mind indicate evidence of a general underlying dysfunction in 22q11DS that includes executive ability to understand cause and effect, to logically reason about social scenarios and also to inhibit responses to salient, but misleading cues. However, general intellectual ability is closely related to actual social competence suggesting that a generalised intellectual deficit coupled with more specific executive impairments may best explain poor social cognition in 22q11DS.