Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences / Claire HUGHES in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.169-179 Titre : Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences Type de document : Texte imprimé et/ou numérique Auteurs : Claire HUGHES, Auteur ; Adele WHITE, Auteur ; Joanna SHARPEN, Auteur ; Judy DUNN, Auteur Année de publication : 2000 Article en page(s) : p.169-179 Langues : Anglais (eng) Mots-clés : ADD/ADHD  antisocial behaviour  emotional expression  empathy  play  preschool children Index. décimale : PER Périodiques Résumé : This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as “hard to manage” on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), as well as 40 control children (matched for age, gender, school, and ethnic background) were filmed for 20 minutes on two occasions playing with a teacher-nominated best friend. The videos were transcribed and coded for antisocial behaviour, displays of negative emotion, and empathic/prosocial responses to friend's distress. Individual differences in social behaviour were considered in relation to false-belief performance, affective perspective taking, and executive function skills (planning and inhibitory control). Compared with controls, the hard-to-manage group showed significantly higher rates of both antisocial behaviour and displays of negative emotion, as well as significantly lower rates of emphatic/prosocial responses. Across both groups combined, frequencies of angry and antisocial behaviours were related to poor executive control. Mental-state understanding was not significantly correlated with antisocial behaviour, emotion display, or empathy, suggesting that the interpersonal problems of young disruptive children owe more to failure of behavioural regulation than to problems in social understanding per se. However, given the relatively low power of the study, these findings require replication with a larger sample. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences [Texte imprimé et/ou numérique] / Claire HUGHES, Auteur ; Adele WHITE, Auteur ; Joanna SHARPEN, Auteur ; Judy DUNN, Auteur . - 2000 . - p.169-179. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.169-179 Mots-clés : ADD/ADHD  antisocial behaviour  emotional expression  empathy  play  preschool children Index. décimale : PER Périodiques Résumé : This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as “hard to manage” on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), as well as 40 control children (matched for age, gender, school, and ethnic background) were filmed for 20 minutes on two occasions playing with a teacher-nominated best friend. The videos were transcribed and coded for antisocial behaviour, displays of negative emotion, and empathic/prosocial responses to friend's distress. Individual differences in social behaviour were considered in relation to false-belief performance, affective perspective taking, and executive function skills (planning and inhibitory control). Compared with controls, the hard-to-manage group showed significantly higher rates of both antisocial behaviour and displays of negative emotion, as well as significantly lower rates of emphatic/prosocial responses. Across both groups combined, frequencies of angry and antisocial behaviours were related to poor executive control. Mental-state understanding was not significantly correlated with antisocial behaviour, emotion display, or empathy, suggesting that the interpersonal problems of young disruptive children owe more to failure of behavioural regulation than to problems in social understanding per se. However, given the relatively low power of the study, these findings require replication with a larger sample. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Trick or Treat?: Uneven Understanding of Mind and Emotion and Executive Dysfunction in “Hard-to-manage” Preschoolers / Claire HUGHES in Journal of Child Psychology and Psychiatry, 39-7 (October 1998)

Public ISBD [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. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [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

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