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Báo cáo y học: "Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional trait"

Tuyển tập các báo cáo nghiên cứu về y học được đăng trên tạp chí y học Critical Care giúp cho các bạn có thêm kiến thức về ngành y học đề tài: Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits. | Child and Adolescent Psychiatry and Mental Health BioMed Central Research Cognitive and affective perspective-taking in conduct-disordered children high and low on callous-unemotional traits Xenia Anastassiou-Hadjicharalambous 1 2 and David Warden1 Open Access Address Department of Psychology University of Strathclyde 40 George Street Glasgow G1 1QE UK and 2Department of Psychology University of Nicosia 46 Makedonitissas Avenue P.O. Box 24005 1700 Nicosia Cyprus Email Xenia Anastassiou-Hadjicharalambous - hadjicharalambous.x@unic.ac.cy David Warden - d.warden@strath.ac.uk Corresponding author Published 7 July 2008 Received 17 September 2007 Child and Adolescent Psychiatry and Mental Health 2008 2 16 doi 10.1186 1753-2000-2- Accepted 7 July 2008 16 This article is available from http www.capmh.cOm content 2 1 16 2008 Anastassiou-Hadjicharalambous and Warden licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License http creativecommons.org licenses by 2.0 which permits unrestricted use distribution and reproduction in any medium provided the original work is properly cited. Abstract Background Deficits in cognitive and or affective perspective-taking have been implicated in Conduct-Disorder CD but empirical investigations produced equivocal results. Two factors may be implicated a distinct deficits underlying the antisocial conduct of CD subgroups b plausible disjunction between cognitive and affective perspective-taking with subgroups presenting either cognitive or affective-specific deficits. Method This study employed a second-order false-belief paradigm in which the cognitive perspective-taking questions tapped the character s thoughts and the affective perspective-taking questions tapped the emotions generated by these thoughts. Affective and cognitive perspectivetaking was compared across three groups of children a CD elevated on Callous-Unemotional traits CD-high-CU n 30 b CD low on CU .