Catholic University of Louvain, Institute of Psychological Sciences, 10, Place Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium.
Res Dev Disabil. 2012 Nov-Dec;33(6):1871-80. doi: 10.1016/j.ridd.2012.05.017. Epub 2012 Jun 15.
Perceived social acceptance, theory of mind (ToM) and social adjustment were investigated in 45 children with intellectual disabilities (ID) compared with 45 typically developing (TD) preschoolers, matched for developmental age assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R, Perron-Borelli, 1996). Children's understanding of beliefs and emotions was assessed by means of ToM belief tasks (Nader-Grosbois & Thirion-Marissiaux, 2011) and ToM emotion tasks (Nader-Grosbois & Thirion-Marissiaux, 2011). Seven items from the Pictorial Scale of Perceived Competence and Social Acceptance for children (PSPCSA, Harter & Pike, 1980) assessed children's perceived social acceptance. Their teachers completed the Social Adjustment for Children Scale (EASE, Hughes, Soares-Boucaud, Hochmann, & Frith, 1997). For both groups together, the results showed that perceived social acceptance mediates the relation between ToM skills and social adjustment. The presence or absence of intellectual disabilities does not moderate the relations either between ToM skills and perceived social acceptance, or between perceived social acceptance and social adjustment. The study did not confirm the difference hypothesis of structural and relational patterns between these three processes in children with ID, but instead supported the hypothesis of a similar structure that develops in a delayed manner.
研究调查了 45 名智力障碍儿童（ID）和 45 名发育年龄匹配的典型发育（TD）学龄前儿童的感知社会接受度、心理理论（ToM）和社会适应能力。通过使用智力效率差异量表修订版（EDEI-R，Perron-Borelli，1996）评估儿童的发展年龄，评估儿童的信念和情绪理解。通过 ToM 信念任务（Nader-Grosbois & Thirion-Marissiaux，2011）和 ToM 情绪任务（Nader-Grosbois & Thirion-Marissiaux，2011）评估儿童的 ToM 理解。儿童感知能力和社会接受度图片量表（PSPCSA，Harter & Pike，1980）的七个项目评估了儿童的感知社会接受度。他们的老师完成了儿童社会适应量表（EASE，Hughes、Soares-Boucaud、Hochmann 和 Frith，1997）。对于两个组的综合结果表明，感知社会接受度在 ToM 技能和社会适应之间的关系中起中介作用。智力障碍的存在与否并没有调节 ToM 技能和感知社会接受度之间的关系，也没有调节感知社会接受度和社会适应之间的关系。该研究没有证实 ID 儿童这三个过程之间的结构和关系模式存在差异的假设，而是支持了一个类似的结构以延迟的方式发展的假设。
