[article] 
inJournal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.981-994

Titre :	Trick or Treat?: Uneven Understanding of Mind and Emotion and Executive Dysfunction in “Hard-to-manage” Preschoolers
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Claire HUGHES, Auteur ; Judy DUNN, Auteur ; Adele WHITE, Auteur
Année de publication :	1998
Article en page(s) :	p.981-994
Langues :	Anglais (eng)
Mots-clés :	Hyperactivity  conduct disorder  preschool children  social cognition  executive function
Index. décimale :	PER Périodiques
Résumé :	It is widely recognised that impaired social relations are characteristic of school-aged children with behavioural disorders, and predict a poor long-term outcome (Parker & Asher, 1987). However, little is known about the early antecedents of social impairment in behaviourally disturbed children. The aim of the present study was to explore three areas of potential dysfunction in younger children: theory of mind, emotion understanding, and executive function. Forty preschoolers, rated by their parents on the Strengths and Difficulties Questionnaire (Goodman, 1994) as “hard to manage” (H2M) were compared with a control group on a set of: (1) theory of mind tasks (including an emotion prediction task involving either a nice or a nasty surprise); (2) emotion understanding stories (that required affective perspective-taking skills as well as situational understanding); and (3) simple executive function tasks (adapted for preschoolers, and tapping inhibitory control, attentional set-shifting, and working memory). Small but significant group differences were found in all three cognitive domains. In particular, hard-to-manage preschoolers showed poor understanding of emotion and executive control, poor prediction or recall of a false belief, and better understanding of the belief-dependency of emotion in the context of a trick than a treat. Moreover, executive function was associated with performance on the theory of mind tasks for the hard-to-manage group alone, suggesting both direct and indirect links between executive dysfunction and disruptive behaviour.
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[article] Trick or Treat?: Uneven Understanding of Mind and Emotion and Executive Dysfunction in “Hard-to-manage” Preschoolers [Texte imprimé et/ou numérique] / Claire HUGHES, Auteur ; Judy DUNN, Auteur ; Adele WHITE, Auteur . - 1998 . - p.981-994.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.981-994

Mots-clés :	Hyperactivity  conduct disorder  preschool children  social cognition  executive function
Index. décimale :	PER Périodiques
Résumé :	It is widely recognised that impaired social relations are characteristic of school-aged children with behavioural disorders, and predict a poor long-term outcome (Parker & Asher, 1987). However, little is known about the early antecedents of social impairment in behaviourally disturbed children. The aim of the present study was to explore three areas of potential dysfunction in younger children: theory of mind, emotion understanding, and executive function. Forty preschoolers, rated by their parents on the Strengths and Difficulties Questionnaire (Goodman, 1994) as “hard to manage” (H2M) were compared with a control group on a set of: (1) theory of mind tasks (including an emotion prediction task involving either a nice or a nasty surprise); (2) emotion understanding stories (that required affective perspective-taking skills as well as situational understanding); and (3) simple executive function tasks (adapted for preschoolers, and tapping inhibitory control, attentional set-shifting, and working memory). Small but significant group differences were found in all three cognitive domains. In particular, hard-to-manage preschoolers showed poor understanding of emotion and executive control, poor prediction or recall of a false belief, and better understanding of the belief-dependency of emotion in the context of a trick than a treat. Moreover, executive function was associated with performance on the theory of mind tasks for the hard-to-manage group alone, suggesting both direct and indirect links between executive dysfunction and disruptive behaviour.
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123