Department of Psychology, Laboratoire de Psychologie des Cognitions, University of Strasbourg, (LPC UR 4440), 12 Rue Goethe, FR-67000, Strasbourg, France.
Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC UR 2310), University of Strasbourg, Strasbourg, France.
Pediatr Rheumatol Online J. 2021 Apr 14;19(1):53. doi: 10.1186/s12969-021-00541-1.
The involvement of the central nervous system is not rare in rheumatoid diseases. Even though children with juvenile idiopathic arthritis (JIA) may face academic difficulties until adulthood, very few studies have evaluated potential cognitive disorders in these patients. The present research aims to thoroughly investigate the cognitive and neuropsychological functioning of these patients.
We measured the cognitive profile of JIA patients via their neuropsychological profile, implicit memory and social cognition skills, and estimated their academic performance using reading and mathematics tests. We recruited 21 children with JIA aged 6 to 17 years-old (M = 11.01, SD = 3.30) and 21 healthy children matched in age, gender, academic level (same school class) and socioeconomic status.
Our results showed that the cognitive profile and estimated academic ability of JIA patients are similar to those of their peers. These results support the hypothesis that children with JIA have the same cognitive predispositions to succeed at school as any other pupil.
Comparing our results with the existing literature, we propose complementary hypotheses for further research. Longitudinal studies seem to be necessary to understand the psychosocial and cognitive processes involved in the development of children with JIA.
中枢神经系统受累在类风湿疾病中并不罕见。尽管幼年特发性关节炎（JIA）患儿在成年后可能会面临学业困难，但很少有研究评估这些患者潜在的认知障碍。本研究旨在全面研究这些患者的认知和神经心理学功能。
我们通过神经心理学特征、内隐记忆和社会认知技能来测量 JIA 患者的认知状况，并使用阅读和数学测试来评估他们的学业成绩。我们招募了 21 名年龄在 6 至 17 岁的 JIA 患儿（M=11.01，SD=3.30）和 21 名年龄、性别、学业水平（同校班级）和社会经济地位相匹配的健康儿童。
我们的结果表明，JIA 患儿的认知状况和估计的学业能力与同龄人相似。这些结果支持了这样一种假设，即 JIA 患儿在学校取得成功的认知倾向与其他学生相同。
将我们的结果与现有文献进行比较，我们提出了进一步研究的补充假设。似乎有必要进行纵向研究，以了解 JIA 患儿发展过程中的心理社会和认知过程。
