Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
10317347 | Research in Developmental Disabilities | 2014 | 8 Pages |
Abstract
The main goal of the present study was to characterise the social cognition abilities of French children with ADHD, in terms of their understanding of people's recursive mental states and their irony comprehension. We hypothesised that these children have difficulty understanding second-order false beliefs and ironic remarks, owing to the executive dysfunction that is characteristic of ADHD. We therefore conducted an experiment in which children with ADHD and typically developing matched controls performed second-order false-belief and executive function tasks. They then listened to ironic stories and answered questions about the ironic comments and about the speakers' beliefs and attitudes. The groups differed significantly on second-order theory of mind, irony comprehension and executive functions, confirming that children with ADHD have impaired social cognition.
Related Topics
Life Sciences
Neuroscience
Behavioral Neuroscience
Authors
Stéphanie Caillies, Vincine Bertot, Jacques Motte, Christine Raynaud, Michel Abely,