Department of Special Education, University of Fribourg, Switzerland.
School of Education, University of Wuppertal, Germany.
Res Dev Disabil. 2021 Jun;113:103918. doi: 10.1016/j.ridd.2021.103918. Epub 2021 Mar 6.
Making appropriate social judgments about one's peers helps avoid negative influences from peers, yet the cognitive and adaptive difficulties experienced by adolescents with an intellectual disability (ID) may create challenges in this regard.
This study used a computer-based task to investigate how adolescents with ID (n = 34, M = 14.89 years, SD = 1.38) and comparison groups of chronological age-matched adolescents without ID (n = 34, M = 14.68, SD = 1.16) and mental age-matched children (n = 34, M = 7.88, SD = .62) make social judgments of photos of adolescents, and the degree to which they are influenced by non-social and social cues in performing this task.
Analyses showed adolescents with ID made significantly more polarizing judgments and showed a positivity bias compared to adolescents without ID. This judgment pattern was similar to that of younger mental age-matched children. Adolescents with ID were also significantly more influenced by non-social cues and peer opinions than adolescents from the control group.
The results provide new perspectives for future research and support of adolescents with ID.
对同伴做出恰当的社会判断有助于避免同伴的负面影响，但智力障碍（ID）青少年在认知和适应方面的困难可能会对此造成挑战。
本研究使用基于计算机的任务来调查 ID 青少年（n = 34，M = 14.89 岁，SD = 1.38）与无 ID 的年龄匹配青少年（n = 34，M = 14.68，SD = 1.16）和心理年龄匹配儿童（n = 34，M = 7.88，SD =.62）如何对青少年照片做出社会判断，以及他们在执行此任务时受到非社会和社会线索影响的程度。
分析表明，与无 ID 的青少年相比，ID 青少年做出了更为极端的判断，并表现出了积极偏见。这种判断模式与年龄较小的心理年龄匹配儿童相似。与对照组的青少年相比，ID 青少年也更容易受到非社会线索和同伴意见的影响。
这些结果为未来对 ID 青少年的研究和支持提供了新的视角。
