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Détail de l'auteur
Auteur Paola MOLINA |
Documents disponibles écrits par cet auteur (2)



Titre : Compréhension et régulation des émotions à l’école Type de document : Texte imprimé et/ou numérique Auteurs : Francisco PONS, Auteur ; Marta GIMENEZ-DASI, Auteur ; Maria NIVES-SALA, Auteur ; Paola MOLINA, Auteur ; Elise TORNARE, Auteur ; Bettina ANDERSEN, Auteur Année de publication : 2015 Importance : p.115-142 Langues : Français (fre) Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272 Compréhension et régulation des émotions à l’école [Texte imprimé et/ou numérique] / Francisco PONS, Auteur ; Marta GIMENEZ-DASI, Auteur ; Maria NIVES-SALA, Auteur ; Paola MOLINA, Auteur ; Elise TORNARE, Auteur ; Bettina ANDERSEN, Auteur . - 2015 . - p.115-142.
Langues : Français (fre)
Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Theory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither? / Daniela BULGARELLI in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
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Titre : Theory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither? Type de document : Texte imprimé et/ou numérique Auteurs : Daniela BULGARELLI, Auteur ; Silvia TESTA, Auteur ; Paola MOLINA, Auteur Année de publication : 2022 Article en page(s) : p.5356-5366 Langues : Anglais (eng) Mots-clés : Child Humans Child, Preschool Autism Spectrum Disorder/diagnosis Theory of Mind Specific Language Disorder Language Autism spectrum disorder Communication disorders Developmental speech or language disorders Social cognition ToM storybooks Index. décimale : PER Périodiques Résumé : Some studies report delayed theory of mind (ToM) development in children with specific language impairment (SLI), while others do not. A ToM delay is acknowledged in children with autism spectrum disorder (ASD), while whether these children also display a deficit is still under debate. In the current study, we drew on a developmental trajectory approach to assess whether children with SLI or ASD displayed delays or deficits in their ToM performance. Forty-three children with SLI (age 4-10Â years), 44 children with ASD (age 5-12Â years), and 227 typically developing children (age 3-11Â years) completed the ToM Storybooks. Children with SLI were not found to display either a delay or a deficit in ToM, while children with ASD were found to display a deficit. En ligne : http://dx.doi.org/10.1007/s10803-021-05389-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5356-5366[article] Theory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither? [Texte imprimé et/ou numérique] / Daniela BULGARELLI, Auteur ; Silvia TESTA, Auteur ; Paola MOLINA, Auteur . - 2022 . - p.5356-5366.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5356-5366
Mots-clés : Child Humans Child, Preschool Autism Spectrum Disorder/diagnosis Theory of Mind Specific Language Disorder Language Autism spectrum disorder Communication disorders Developmental speech or language disorders Social cognition ToM storybooks Index. décimale : PER Périodiques Résumé : Some studies report delayed theory of mind (ToM) development in children with specific language impairment (SLI), while others do not. A ToM delay is acknowledged in children with autism spectrum disorder (ASD), while whether these children also display a deficit is still under debate. In the current study, we drew on a developmental trajectory approach to assess whether children with SLI or ASD displayed delays or deficits in their ToM performance. Forty-three children with SLI (age 4-10Â years), 44 children with ASD (age 5-12Â years), and 227 typically developing children (age 3-11Â years) completed the ToM Storybooks. Children with SLI were not found to display either a delay or a deficit in ToM, while children with ASD were found to display a deficit. En ligne : http://dx.doi.org/10.1007/s10803-021-05389-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489