Resumen de Cognición social en población infantil y adulta con síndrome de Dwon. Ralación con sus habilidades lingüísticas y de función ejecutiva
- español
El objetivo de esta tesis doctoral es obtener una visión más amplia sobre la cognición social en población infantil y adulta con Síndrome de Down (SD), así como averiguar qué variables se relaciona esta competencia: lingüísticas, de función ejecutiva o de razonamiento no-verbal. Para ello, se realizaron tres estudios: en el Estudio 1 se demostró que los niños con SD tuvieron más dificultades que los niños con Trastorno del Espectro Autista y Desarrollo Típico, y que su nivel de Teoría de la Mente (TM) estaba asociado con mejores habilidades de lenguaje y de función ejecutiva. En el Estudio 2, se demostró que las personas adultas con DI (SD y Otras-DI) tienen dificultades en TM, sobre todo, aquellas personas con mayores dificultades lingüísticas. En el Estudio 3, se comprobó que las personas adultas con SD manifiestan dificultades en comprensión emocional y de nuevo, se asoció principalmente con su nivel de lenguaje.
The objective of this doctoral thesis is to obtain a broader vision of social cognition in children and adults with Down Syndrome (DS), as well as to find out which variables are related to this competence: linguistic, executive function or non-verbal reasoning. To this end, three studies were carried out: in Study 1 it was shown that children with DS had more difficulties than children with Autism Spectrum Disorder and Typical Development, and that their level of Theory of Mind (ToM) was associated with better. Language and executive function skills. In Study 2, it was shown that adults with ID (DS and Other-ID) have difficulties in ToM, especially those people with greater linguistic difficulties. In Study 3, it was found that adults with DS manifest difficulties in emotional understanding and again, these were mainly associated with their language level.
- English
The objective of this doctoral thesis is to obtain a broader vision of social cognition in children and adults with Down Syndrome (DS), as well as to find out which variables are related to this competence: linguistic, executive function or non-verbal reasoning. To this end, three studies were carried out: in Study 1 it was shown that children with DS had more difficulties than children with Autism Spectrum Disorder and Typical Development, and that their level of Theory of Mind (ToM) was associated with better. Language and executive function skills. In Study 2, it was shown that adults with ID (DS and Other-ID) have difficulties in ToM, especially those people with greater linguistic difficulties. In Study 3, it was found that adults with DS manifest difficulties in emotional understanding and again, these were mainly associated with their language level.
