Swipe om te navigeren naar een ander artikel
Publisher’s note: Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Parent and teacher reports indicate that children with epilepsy exhibit social cognitive problems, but little is known about their performance on behavioural tasks that measure social cognition. The present study builds on recent research that suggests that children with epilepsy have impaired ability to differentiate between the self and other perspective. Children with epilepsy also are more likely to have impaired language, which has an important association with self-other differentiation.
We examined language and self-other differentiation during social problem solving in school-aged children with epilepsy (n= 6; mean age = 9.81 years), with language problems (n= 14; mean age = 9.84 years), and with typical development (n= 15; mean age = 9.93 years).
The children with epilepsy in this study presented with deficits in language and self-other differentiation during social problem solving.
Language problems in children with epilepsy may compromise their ability to resolve social problems in an age-appropriate manner. The findings highlight the need for research investigating language and self-other differentiation during social problem solving in children with epilepsy.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bishop, D. V. (1982). Test for Reception of Grammar. Second Edition Manchester: University of Manchester.
Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology/Revue canadienne de sociologie, 24(4), 465–488. https://doi.org/10.1111/j.1755-618X.1987.tb00639.x. CrossRef
Caplan, R. (2017). Epilepsy, language, and social skills. Brain and Language . https://doi.org/10.1016/j.bandl.2017.08.007. CrossRefPubMed
Caplan, R., Siddarth, P., Vona, P., Stahl, L., Bailey, C., Gurbani, S., & Donald Shields, W. (2009). Language in pediatric epilepsy. Epilepsia, 50(11), 2397–407. https://doi.org/10.1111/j.1528-1167.2009.02199.x. CrossRefPubMed
Cohen, N. J., Menna, R., Vallance, D. D., Barwick, Ma, Im, N., & Horodezky, N. B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39(6), 853–864. CrossRefPubMed
Cohen, N. J., Davine, M., Horodesky, N., Lipsett, L., & Isaacson, L. (1993). Unsuspected language impairment in psychiatrically disturbed children: Prevalence and language and behavioral characteristics. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 39(6), 853–64. http://www.ncbi.nlm.nih.gov/pubmed/9758194. CrossRef
D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: Theory and assessment. Washington, DC, US: American Psychological Association.
Dunn, L. M., & Dunn, L. M. (2007). The Peabody Picture Vocabulary Test-Third Edition. Circle Pines: American Guidance Service.
Hamiwka, L. D., Hamiwka, L. A., Sherman, E. M. S., & Wirrell, E. (2011). Social skills in children with epilepsy: how do they compare to healthy and chronic disease controls? Epilepsy & Behavior, 21(3), 238–241. https://doi.org/10.1016/j.yebeh.2011.03.033. CrossRef
Hermann, B. P., Jones, J. E., Sheth, R., Koehn, M., Becker, T., Fine, J., & Seidenberg, M. (2008). Growing up with epilepsy: a two-year investigation of cognitive development in children with new onset epilepsy. Epilepsia, 49(11), 1847–58. https://doi.org/10.1111/j.1528-1167.2008.01735.x. CrossRefPubMedPubMedCentral
Im-Bolter, N., Agostino, A., & Owens-Jaffray, K. (2016). Theory of mind in middle childhood and early adolescence: different from before? Journal of Experimental Child Psychology, 149, 98–115. https://doi.org/10.1016/j.jecp.2015.12.006. CrossRefPubMed
Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: the role of executive function. Child Development, 77(6), 1822–41. https://doi.org/10.1111/j.1467-8624.2006.00976.x. CrossRefPubMed
Lunn, J., Lewis, C., & Sherlock, C. (2015). Impaired performance on advanced Theory of Mind tasks in children with epilepsy is related to poor communication and increased attention problems. Epilepsy & Behavior, 43, 109–116. https://doi.org/10.1016/j.yebeh.2014.11.010. CrossRef
Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that…” Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39(3), 437–471. CrossRef
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, R. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18, 139–158. https://doi.org/10.1016/S0885-2014(03)00002-9. CrossRef
Schultz, L., Yeates, K. O., & Selman, R. (1989). The Interpersonal Negotiation Strategies: A Scoring Manual. Cambridge: Graduate School of Education.
Selman, R. (1980). The Growth of Interpersonal Understanding: Developmental and Clinical Analysis. Boston: Academic Press.
Spanoudis, G. (2016). Theory of mind and specific language impairment in school-age children. Journal of Communication Disorders, 61, 83–96. https://doi.org/10.1016/j.jcomdis.2016.04.003. CrossRefPubMed
Selman, R. L., Beardslee, W., Schultz, L. H., Krupa, M., & Podorefsky, D. (1986). Assessing adolescent interpersonal negotiation strategies: toward the integration of structural and functional models. Developmental Psychology, 22(4), 450–459. https://doi.org/10.1037/0012-1618.104.22.1680. CrossRef
Semel, E., Wiig, E., & Secord, W. (2003). Clinical Evaluation of Language Fundamentals-Fourth Edition. San Antonio: Harcourt Brace.
Ueno, K. (2005). The effects of friendship networks on adolescent depressive symptoms. Social Science Research, 34, 484–510. https://doi.org/10.1016/j.ssreserch.2004.03.002. CrossRef
Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence. San Antonio: Harcourt Brace.
Williams, K. T. (2007). The Expressive Vocabulary Test. Circle Pines: American Guidance Service.
Yeates, K. O., Swift, E., Taylor, H. G., Wade, S. L., Drotar, D., Stancin, T., & Minich, N. (2004). Short- and long-term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society, 10(3), 412–426. https://doi.org/10.1017/S1355617704103093. CrossRefPubMed
Yeates, K., Schultz, L., & Selman, R. (1991). The development of interpersonal negotiation strategies in thought and action: a social-cognitive link to behavioral adjustment and social status. Merrill-Palmer Quarterly, 37(3), 369–405.
- Language and Self-Other Differentiation in Childhood Epilepsy: A Preliminary Report
Katharine M. Bailey
- Springer US