Snodgrass Clare, Knott Fiona
Direct Access Service, Old Sandy Rd Clinic, Glasgow, Scotland, UK.
Brain Inj. 2006 Jul;20(8):825-33. doi: 10.1080/02699050600832585.
This study was designed to examine the existence of deficits in mentalizing or theory of mind (ToM) in children with traumatic brain injury (TBI).
ToM functioning was assessed in 12 children aged 6-12 years with TBI and documented frontal lobe damage and compared to 12 controls matched for age, sex and verbal ability. Brief measures of attention and memory were also included.
The TBI group was significantly impaired relative to controls on the advanced ToM measure and a measure of basic emotion recognition. No difference was found in a basic measure of ToM.
Traumatic brain damage in childhood may disrupt the developmental acquisition of emotion recognition and advanced ToM skills. The clinical and theoretical importance of these findings is discussed and the implications for the assessment and treatment of children who have experienced TBI are outlined.
本研究旨在检验创伤性脑损伤（TBI）儿童是否存在心理化或心理理论（ToM）缺陷。
对12名年龄在6至12岁、患有TBI且有额叶损伤记录的儿童的ToM功能进行评估，并与12名年龄、性别和语言能力相匹配的对照组儿童进行比较。还纳入了注意力和记忆的简短测量。
与对照组相比，TBI组在高级ToM测量和基本情绪识别测量方面明显受损。在ToM的基本测量中未发现差异。
儿童期创伤性脑损伤可能会扰乱情绪识别和高级ToM技能的发展性习得。讨论了这些发现的临床和理论重要性，并概述了对经历过TBI的儿童进行评估和治疗的意义。
