Tonks James, Slater Alan, Frampton Ian, Wall Sarah E, Yates Phil, Williams W Huw
School of Psychology, University of Exeter, Exeter, UK.
Dev Med Child Neurol. 2009 Jan;51(1):8-16. doi: 10.1111/j.1469-8749.2008.03219.x.
Lasting socio-emotional behaviour difficulties are common among children who have suffered brain injuries. A proportion of difficulties may be attributed to impaired cognitive and/or executive skills after injury. A recent and rapidly accruing body of literature indicates that deficits in recognizing and responding to the emotions of others are also common. Little is known about the development of these skills after brain injury. In this paper we summarize emotion-processing systems, and review the development of these systems across the span of childhood and adolescence. We describe critical phases in the development of emotion recognition skills and the potential for delayed effects after brain injury in earlier childhood. We argue that it is important to identify the specific nature of deficits in reading and responding to emotions after brain injury, so that assessments and early intervention strategies can be devised.
持久的社会情感行为困难在脑损伤儿童中很常见。部分困难可能归因于受伤后认知和/或执行技能受损。最近迅速积累的大量文献表明，识别和回应他人情绪方面的缺陷也很常见。关于脑损伤后这些技能的发展知之甚少。在本文中，我们总结了情绪处理系统，并回顾了这些系统在儿童期和青少年期的发展。我们描述了情绪识别技能发展的关键阶段以及幼儿期脑损伤后可能产生的延迟影响。我们认为，识别脑损伤后在解读和回应情绪方面缺陷的具体性质很重要，这样才能制定评估和早期干预策略。
