Intuitive psychological, physical and biological knowledge in typically developing preschoolers, children with autism and children with Down's syndrome

Binnie, Lynne; Williams, Joanne

doi:10.1348/026151002320620361

Cited by 21 publications

(9 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…1996; Abbeduto et al. 2001; Binnie & Williams 2002). Studies of empathic responses also reveal some differences, with children with Down's syndrome not only showing equivalent, or higher, levels of pro‐social empathetic behaviours than typically developing children of similar cognitive and linguistic ability in situations where an adult is affecting distress, but also showing lower levels of affective responses themselves (Kasari et al.…”

Section: Social Cognition In Children With Down's Syndromementioning

confidence: 99%

Social cognition in children with Down's syndrome: challenges to research and theory building

Cebula

Moore

Wishart

2010

J intellect Disabil Res

View full text Add to dashboard Cite

Characterising how socio‐cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio‐cognitive abilities in typical development and in autism has received considerable attention, socio‐cognitive development in Down's syndrome has received far less scrutiny. Initial work in the 1970s and 1980s provided important insights into the emergence of socio‐cognitive abilities in the children's early years, and recently there has been a marked revival of interest in this area, with research focusing both on a broader range of abilities and on a wider age range. This annotation reviews some of these more recent findings, identifies outstanding gaps in current understanding, and stresses the importance of the development of theory in advancing research and knowledge in this field. Barriers to theory building are discussed and the potential utility of adopting a transactional approach to theory building illustrated with reference to a model of early socio‐cognitive development in Down's syndrome. The need for a more extensive model of social cognition is emphasised, as is the need for larger‐scale, finer‐grained, longitudinal work which recognises the within‐individual and within‐group variability which characterises this population. The value of drawing on new technologies and of adapting innovative research paradigms from other areas of typical and atypical child psychology is also highlighted.

show abstract

Section: Social Cognition In Children With Down's Syndromementioning

confidence: 99%

Social cognition in children with Down's syndrome: challenges to research and theory building

Cebula

Moore

Wishart

2010

J intellect Disabil Res

View full text Add to dashboard Cite

show abstract

“…However, research specifically focused on the social cognitive profile associated with DS suggests that social cognition does not seem to be “playing the same supporting role” (Cebula & Wishart, 2008, p.45) in the overall development of children with DS as it does in typically developing children, and it has been suggested that these skills may actually be compromised in this population (Wishart, 2007). Examining the understanding of intentionality in children with DS may help to bridge the gap between the strengths that have been observed in intersubjectivity (Adamson & Bakeman, 1985; Fidler, 2006; Kasari, Mundy et al, 1990; Kasari et al, 1995; Mundy et al, 1988; Sigman & Ruskin, 1999) and the weaknesses observed on theory of mind tasks in children with DS (Abbeduto et al, 2001; Binnie & Williams, 2002; Yirmiya et al, 1996; Zelazo et al, 1996). …”

Section: Introductionmentioning

confidence: 99%

Early intersubjective skills and the understanding of intentionality in young children with Down syndrome

Hahn

Fidler

Hepburn

et al. 2013

Research in Developmental Disabilities

View full text Add to dashboard Cite

This study examined the relationship between early intersubjective skills (joint attention and affect sharing) and the development of the understanding of intentionality in 16 young children with Down syndrome (DS) and 16 developmentally matched children with other developmental disabilities (DD). The study of intentionality focuses on how children come to understand the goal-directed actions of others and is an important precursor to the development of more complex social cognitive skills, such as theory of mind. Joint attention and affect sharing were examined using the Early Social Communication Scales (Seibert et al., 1982; Mundy et al., 1990). Meltzoff’s (1995) behavioral reenactment paradigm was used to examine the understanding of intentionality. For children with DS, higher rates of affect sharing were associated with poorer intention reading abilities. This pattern was not observed in children with other DD. These results suggest that the intersubjective strengths associated with DS may not support the development of intentionality-interpretation skills. Future research is needed to explore if children with DS have the joint attention behaviors needed to be intentional.

show abstract

“…1995), the use of imitation skills (Wright et al . 2007) and theory of mind understanding (Binnie & Williams 2002) – for overview seeCebula & Wishart (in press). Weaknesses in referential communication and interpersonal collaborative behaviours have been reported at older age levels (Abbeduto et al .…”

Section: Introductionmentioning

confidence: 99%

Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology

Wishart

Cebula

Willis

et al. 2007

J intellect Disabil Res

View full text Add to dashboard Cite

Findings support previous evidence of emotion recognition abilities commensurate with overall developmental level in children with FXS or NSID, but not DS. They also suggest, however, that syndrome-specific difficulties may be subtle and detectable, at least in smaller-scale studies, only in comparison with TD matches, and not always across syndromes. Implications for behavioural phenotype theory, educational interventions and future research are discussed.

show abstract

Intuitive psychological, physical and biological knowledge in typically developing preschoolers, children with autism and children with Down's syndrome

Cited by 21 publications

References 37 publications

Social cognition in children with Down's syndrome: challenges to research and theory building

Social cognition in children with Down's syndrome: challenges to research and theory building

Early intersubjective skills and the understanding of intentionality in young children with Down syndrome

Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology

Contact Info

Product

Resources

About