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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger
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In: Frontiers in Psychology, 2020, vol. 11, art.núm.602385 ; Articles publicats (D-PS) ; Serrat Sellabona, Elisabet Amadó Codony, Anna Rostán Sánchez, Carles Caparrós Caparrós, Beatriu Sidera Caballero, Francesc 2020 Identifying Emotional Expressions: Children's Reasoning About Pretend Emotions of Sadness and Anger Frontiers in Psychology 11 art.núm.602385 (2020)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech
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The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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| 11 |
The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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| 12 |
The Role of executive functions in social cognition among children with down syndrome: relationship patterns
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In: Frontiers in Psychology, 2016, vol. 7, núm., art. 1363 ; Articles publicats (D-PS) ; Amadó Codony, Anna Serrat Sellabona, Elisabet Vallès Majoral, Eduard 2016 The Role of executive functions in social cognition among children with down syndrome: relationship patterns Frontiers in Psychology 7 Art. 1363 (2016)
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Abstract:
Many studies show a link between social cognition, a set of cognitive and emotional abilities applied to social situations, and executive functions in typical developing children. Children with Down syndrome (DS) show deficits both in social cognition and in some subcomponents of executive functions. However this link has barely been studied in this population. The aim of this study is to investigate the links between social cognition and executive functions among children with DS. We administered a battery of social cognition and executive function tasks (six theory of mind tasks, a test of emotion comprehension, and three executive function tasks) to a group of 30 participants with DS between 4 and 12 years of age. The same tasks were administered to a chronological-age control group and to a control group with the same linguistic development level. Results showed that apart from deficits in social cognition and executive function abilities, children with DS displayed a slight improvement with increasing chronological age and language development in those abilities. Correlational analysis suggested that working memory was the only component that remained constant in the relation patterns of the three groups of participants, being the relation patterns similar among participants with DS and the language development control group. A multiple linear regression showed that working memory explained above 50% of the variability of social cognition in DS participants and in language development control group, whereas in the chronological-age control group this component only explained 31% of the variability. These findings, and specifically the link between working memory and social cognition, are discussed on the basis of their theoretical and practical implications for children with DS. We discuss the possibility to use a working memory training to improve social cognition in this population
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Keyword:
Down; Down syndrome; Emocions en els infants; Emotions in children; Síndrome de
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URL: http://hdl.handle.net/10256/12737
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Adquisició del llenguatge i cognició ; Language acquisition and cognition ; Adquisición del lenguaje y cognición
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In: Llengua, societat i comunicació; Núm. 13 Cervell i llenguatge; 30 - 37 ; Lengua, sociedad y comunicación; Núm. 13 Cervell i llenguatge; 30 - 37 ; Language, society and communication; Núm. 13 Cervell i llenguatge; 30 - 37 ; 1697-5928 (2015)
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Adquisició del llenguatge i cognició ; Language acquisition and cognition ; Adquisición del lenguaje y cognición
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In: LSC– Llengua, societat i comunicació; 2015: Núm.: 13 Monogràfic: Cervell i llenguatge; p. 30-37 (2015)
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Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Habilitats sociocognitives i de funcionament executiu en nenes i nens amb síndrome de Down d'entre 4 i 12 anys
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In: TDX (Tesis Doctorals en Xarxa) (2014)
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Hablando de emociones fingidas: la relación entre la sintaxis de la complementación y la comprensión de la simulación emocional
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