Improving Theory of Mind Skills in Down Syndrome? A Pilot Study
Improving Theory of Mind Skills in Down Syndrome? A Pilot Study
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DOI：
10.1891/jcep-d-18-00034
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发表时间：
2020-01-01
影响因子：
0.3
通讯作者：
Schmetz, Coraline
中科院分区：
文献类型：
--
作者：
Comblain, Annick;Schmetz, Coraline
有效的沟通需要了解对话者的观点。能够推断别人对某种情况的了解是任何沟通和社交互动中的一项关键技能。这些能力是心理理论 (ToM) 技能的一部分，并且已知在唐氏综合症 (DS) 中会受到损害。因此，研究该人群中 ToM 的发展是有意义的。在我们的试点研究中，我们探索了提高 DS 参与者和与非语言心理年龄相匹配的典型发育 (TD) 儿童 ToM 能力的可能性。在为期 10 周的培训课程之前和之后，参与者接受了法国版“ToM Inventory”的评估。结果表明，经过训练的组在 ToM 任务上的表现明显优于未经训练的组，未经训练的组的表现在测试前和测试后保持稳定。这些结果令人鼓舞，因为它们表明，通过特定的训练，患有 DS 的儿童可以提高他们的 ToM 技能。
Effective communication requires an understanding of the interlocutor's perspective. Being able to infer someone else's knowledge about a situation is a critical skill in any communication and social interaction. These abilities are part of Theory of Mind (ToM) skills and are known to be impaired in Down syndrome (DS). It therefore makes sense to investigate ToM development in this population. In our pilot study, we explore the possibility of improving ToM abilities in participants with DS and typically developing (TD) children matched for nonverbal mental age. Participants were assessed with the French adaptation of the "ToM Inventory" before and after a 10-week training session. Results show that trained groups perform significantly better on ToM tasks than untrained groups, whose performances remain stable between pre- and post-test. These results are encouraging as they suggest that, with a specific training, children with DS can improve their ToM skills.