شناخت اجتماعی در کودکان مبتلا به اختلال نقص توجه و بیش فعالی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار دانشگاه شهید بهشتی

2 کارشناسی ارشد دانشگاه شهید بهشتی

3 کارشناسی ارشد دانشگاه علوم پزشکی شهید بهشتی

چکیده

مقدمه: کودکان مبتلا به اختلال بیش فعالی و نقص توجه (ADHD) اغلب در تعاملات اجتماعی با همسالان دچار مشکلات هستند و با طرد همسالان و انزوای اجتماعی مواجه می­ شوند. با این حال نقص در کارکردهای اجتماعی این کودکان هنوز مورد تردید است. هدف پژوهش حاضر مقایسه توانایی شناخت اجتماعی در کودکان مبتلا به ADHD و کودکان عادی می­ باشد. روش: بدین منظور آزمون ذهن­ خوانی از طریق تصویر چشم در 25 کودک مبتلا به  ADHD و 25 کودک سالم که از لحاظ سن و بهره هوشی با یکدیگر همتا شده بودند، اجرا شد. یافته­ ها: تحلیل نتایج نشان داد که عملکرد کودکان مبتلا به ADHD در آزمون ذهن­ خوانی به­ طور معناداری ضعیف­ تر از گروه گواه بود. نتیجه­ گیری: از آنجا که ذهن­ خوانی یکی از اساسی­ ترین مؤلفه ­های شناخت اجتماعی است، می ­توان نتیجه­ گیری نمود که نقص در توانایی ذهن­ خوانی یکی از عوامل مؤثر بر شکست این کودکان در تعاملات اجتماعی و روابط میان فردی است.

کلیدواژه‌ها


عنوان مقاله [English]

Social Cognition in Children with Attention Deficit/Hyperactivity Disorder

نویسندگان [English]

  • Vahid Nejati 1
  • Sara Aghayi Sabet 2
  • Marzyeh Khoshali Panah 3
1 Assistant professor, Shahid Beheshti University
2 M.A. Student in Psychology, Shahid Beheshti University
3 M.A. Student in Psychology, Shahid Beheshti University
چکیده [English]

Introduction: Children with attention deficit/hyperactivity disorder (ADHD) often have difficulties in social interactions with peers and are confronted with peers rejection and social isolation. However, some researchers do not have agreement about this issue. So the purpose of this study was the comparison of the social cognition ability in ADHD children and normal children. Method: For this reason, Reading the Mind in the Eyes test (RMET) was conducted to 25 ADHD children and 25 normal children who were matched for age and IQ. Findings: The results indicated that the performance of ADHD children in RMET was significantly lower than the control group. Conclusions: Since the mind reading is one of the most important elements of the social cognition, it can be concluded that impairment in mind reading ability is one of the affective factors in failure of these children in social interactions and interpersonal relationship.

کلیدواژه‌ها [English]

  • attention deficit/hyperactivity disorder
  • social cognition
  • Mind Reading
ـ کاپلان، ه. و سادوک، ب. (1386). خلاصه روانپزشکی: علوم رفتاری ـ روانپزشکی بالینی. چاپ سوم. ترجمه نصرت ا... پورافکاری. تهران: انتشارات شهر آب.

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