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Theory of mind in children with traumatic brain injury

Snodgrass, C. and Knott, F. (2006) Theory of mind in children with traumatic brain injury. Brain Injury, 20 (8). pp. 825-833. ISSN 0269-9052

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To link to this article DOI: 10.1080/02699050600832585

Abstract/Summary

Objective: This study was designed to examine the existence of deficits in mentalizing or theory of mind (ToM) in children with traumatic brain injury (TBI). Research design: ToM functioning was assessed in 12 children aged 6-12 years with TBI and documented frontal lobe damage and compared to 12 controls matched for age, sex and verbal ability. Brief measures of attention and memory were also included. Main outcome and results: The TBI group was significantly impaired relative to controls on the advanced ToM measure and a measure of basic emotion recognition. No difference was found in a basic measure of ToM. Conclusion: Traumatic brain damage in childhood may disrupt the developmental acquisition of emotion recognition and advanced ToM skills. The clinical and theoretical importance of these findings is discussed and the implications for the assessment and treatment of children who have experienced TBI are outlined.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > ASD (Autism Spectrum Disorders) Research Network
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences
ID Code:13862
Uncontrolled Keywords:social cognition, theory of mind, paediatric traumatic brain injury, frontal lobes, CLOSED-HEAD-INJURY, STORY COMPREHENSION, ADOLESCENTS, CHILDHOOD, BEHAVIOR, EMOTION, DAMAGE, INHIBITION, IMPAIRMENT, ATTENTION

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