Bauminger Nirit, Edelsztein Hany Schorr, Morash Janice
Special Education Department, School of Education, Bar-Ilan University, Ramat-Gan, Israel.
J Learn Disabil. 2005 Jan-Feb;38(1):45-61. doi: 10.1177/00222194050380010401.
The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7; 35 boys, 15 girls) and 50 children without LD matched on grade, age, and gender. Children analyzed 4 social vignettes using Dodge's SIP model and completed 2 emotional recognition tasks (pictures and stories) and 4 emotional knowledge tasks, such as providing definitions and examples for 5 emotions (e.g., loneliness, pride, embarrassment). Study results demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions (love and hate) can be simultaneously experienced. We discuss the implications of such difficulties for the understanding of social competence in children with LD as well as their implications for social skills intervention.
本研究旨在全面考察有学习障碍（LD）和无学习障碍儿童的社会认知过程，重点关注社会信息加工（SIP）以及复杂情绪理解能力，如理解复杂、混合和隐藏情绪的能力。研究参与者为50名有学习障碍的儿童（年龄范围9.4 - 12.7岁；35名男孩，15名女孩）以及50名在年级、年龄和性别上匹配的无学习障碍儿童。孩子们使用道奇的SIP模型分析了4个社会小插曲，并完成了2项情绪识别任务（图片和故事）以及4项情绪知识任务，比如为5种情绪（如孤独、自豪、尴尬）提供定义和示例。研究结果表明，有学习障碍的儿童在SIP过程中存在重大困难，并且在理解复杂情绪以及更高层次的情绪理解能力（如理解两种相互冲突的情绪（爱和恨）可以同时存在）方面，在不同任务中都持续存在困难。我们讨论了这些困难对于理解有学习障碍儿童的社会能力的意义，以及它们对社会技能干预的意义。
