Frontotemporal dementia (FTD) is a neurodegenerative disorder with a heterogeneous profile. It is a highly heritable disorder with an autosomal dominant pattern of inheritance. The three most...Show moreFrontotemporal dementia (FTD) is a neurodegenerative disorder with a heterogeneous profile. It is a highly heritable disorder with an autosomal dominant pattern of inheritance. The three most common mutations are found in the microtubule-associated protein tau (MAPT) gene, progranulin (GRN) gene and hexanucleotide repeat expansion in the chromosome 9 open reading frame 72 (C9orf72) gene. Sensitive outcome measures in early stage genetic FTD are necessary for upcoming disease-modifying therapeutic trials. It is known that social cognition declines in genetic mutation carriers of FTD. The Dutch version of the Social Norms Questionnaire (SNQ-NL) measures the degree to which subjects understand and identify accepted social norms and is able to differentiate FTD patients from healthy controls. The aim of this study was to identify if the SNQ-NL can already indicate social cognitive changes in the presymptomatic phase of FTD. We examined group differences between patients with FTD (n = 34), presymptomatic mutation carriers (n = 55), prodromal mutation carriers (n = 20), and control participants (n = 51) in Total score, Break errors and Overadhere errors of the SNQ-NL, associations with other cognitive functions, and longitudinal data in a subset were further explored. Results showed that the SNQ-NL Total Score and Overadhere errors differed between patients and the other participant groups, but not between presymptomatic or prodromal mutation carriers and control participants. Differences between patients and the other participant groups were also found for the SNQ-NL Direct/indirect ratio. The SNQ-NL Total score and Overadhere scores significantly correlated with cognitive flexibility, theory of mind and confrontation naming. None of the SNQ-NL variables correlated significantly with emotion recognition. No interaction effect is found between groups over time for one of the SNQ-NL variables. In conclusion, present results showed that the SNQ-NL can differentiate between FTD patients, presymptomatic and prodromal mutation carriers. No evidence is found for the SNQ-NL as an indicator of social cognitive changes in the presymptomatic phase of genetic FTD.Show less
Abstract This study has examined whether language ability is related to the social skills of children in elementary school and to what extent social cognition plays a mediating role in this...Show moreAbstract This study has examined whether language ability is related to the social skills of children in elementary school and to what extent social cognition plays a mediating role in this relation. For language ability is made a distinction between receptive and productive language. Interventions for stimulating language ability could contribute to a healthy social development. This could diminish or even prevent behavior problems. Based on the administered test material, 61 respondents were included out of the ‘TalentenKracht’ project. The following instruments were used. Language development is examined by means of the Clinical Evaluation of Language Fundamentals, social cognition is examined by means of the Sociaal Cognitieve Vaardigheden Test and the level of social skills is based on the parent questionnaire of the Social Skills Rating System. The participants are aged 9 to 12 and attend elementary school. The results indicate that language ability has a positive effect on social skills. The more developed the language ability, the more developed the social skills of the children. For expressive language, but not for receptive language, a positive effect on social cognition is found as well. However, social cognition does not seem to be a mediating factor in the language ability-social skills relation. This study needs to consider whether using more comprehensive test material than a parent questionnaire for the measurement of social skills, could produce different results. Further research is needed to examine multiple types of language ability, to examine a more comprehensive definition of social cognition and to clarify the role of social cognition regarding the level of social skills.Show less
Objective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a...Show moreObjective This study is a pilot study to investigate the relationship between the teacher training programme of Curious Minds and science learning in pupils aged nine to twelve years. By means of a multiple mediation model it was explored whether social cognition and executive functions mediate the relation of the teacher training programme on science learning. Gain scores in mathematical performance were used to explain science learning. Methods In this quasi-experimental research sixty-nine pupils were assigned to either the teacher training programme condition (n = 29) or the control group condition (n = 40). A t-test for independent samples was used to explore the unmediated effect of the teacher training programme on mathematical performances. For the mediated effect a bootstrap resampling method (n = 5000) as described by Preacher and Hayes (2004) and Hayes (2009) was used. Mediating variables are social cognition and the executive functions inhibition, cognitive flexibility and working memory. These variables were tested in thirty-eight pupils, by means of the Dutch Social Cognitive Abilities Test (SCVT; Sociaal Cognitieve Vaardigheden Test) and a computerized test battery, which is part of the Amsterdam‟s Neuropsychological Tasks (ANT; Amsterdamse Neuropsychologische Taken) respectively. Results The results did not support the expectations. These data supported the view that the teacher training programme by Curious Minds significantly decreased mathematical performances. The teacher training programme had a positive effect on social cognition skills, though, no credible evidence indicated mediation. Discussion The examinations in this study were well able to make a contribution to knowledge in the neurological and educational climate. This study provided more knowledge in contribution of a training to children‟s executive functions and social cognition, and hence in mathematical learning. This knowledge must be reflected in education systems, and training must be re-examined. It is advisable for future research to examine the effect of the teacher training programme on practical and explorative science aspects, where Curious Mind initially aims for.Show less
Background: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in...Show moreBackground: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in the development of social cognitive skills and achievement motivation. However, as part of the social learning environment, parents can potentially exert great influence on such skills. Aim: To stimulate the development of social cognitive skills and achievement motivation of children by a parental education program. Method: 62 children (age 9 to 11 years), enrolled in Freinet elementary school, were tested on social cognition with the short version of Social Cognitive Skills Test and achievement motivation with the questionnaire Achievement Motivation Test for Children. Both test were assessed at the beginning (September/October 2012) and end (June/July 2013) of the school year. The parental education program, focused on information about brain development, was implemented around mid-term and required the 27 enrolled parents to do homework assignments with their children. The parents were randomly assigned to the education program (N = 27) or the control group (N = 35). The development of social cognition and achievement motivation was analyzed with a Repeated Measures ANOVA. Results: The social cognitive skills increased significantly in both groups. The training group showed significantly more growth than the control group. There was no difference between the achievement motivation at the pretest and the posttest for both groups. Conclusion: Children can benefit from the parental education program. Parental participation was associated with significant more growth in social cognitive skills. However, for achievement motivation, the parental education program did not sufficiently influence the children during the school year.Show less
Background: Executive functions (EF) and social cognition are essential skills for the developing child. These functions start to develop after birth and continue to develop into adulthood. A...Show moreBackground: Executive functions (EF) and social cognition are essential skills for the developing child. These functions start to develop after birth and continue to develop into adulthood. A general relation between EF and development of social cognition was foundhas been established, but needs to be clarifiedrequires further specification. Objective: The aim of this study was to specify the nature of the relation between EF and social cognition. Hereby investigating differences between subcomponents of EF and the influence of age and gender on EF and social cognition. Also the role of “hot” and “cool” EF and social cognition was investigated, to get a more clear perspective on the development of social cognition in younger children. Methods: The sample existed of 101 children, aged four to nine years old. The measurement instruments were the Behavior rating inventory of executive functioningRIEF (adult checklist) and Amsterdamse neurologische NtakenT (computer-based tasks) for measuring executive functions, and Sociaal cognitieve vaardigehden testCVT for social cognition (story-telling task). Correlation, regression analyses and two-way ANOVA’s were used to analyze the data. Results: There were no significant correlations between the (subcomponents of) EF-scores and social cognition, regardless of a division in “hot” and “cool” EF. The correlations between “hot” and “cool” EF and social cognition were not significant. There was a main effect for age on total BRIEF-scores: F(1,50) = 5.03, p = .02 and total ANT-scores: F(1,93) = 33.75, p = < .00. As well as for the SCVT: F(1,95) = 13.85, p = < .00. The influence of executive functioning as measured with the BRIEF on the development of social cognition was calculated with a regression model: R2=.21, F(1,96)=3.34, p <.05. Which is significant, but just for the predictor age, not EF as measured with the BRIEF. This is the same for ANT scores and social cognition. Conclusion: The relation between EF and social cognition was a lot lower than expected. Age was a significant factor for scores on all three tests. The differentiation between “hot” and “cool” aspects did not clarify the nature of the relation between EF and social cognition. EF did not predict scores on social cognition, although the total regressionmodel was significant due to the effects of age. Further research into the nature of EF and social cognition and a way to deal with the effects of age is required.Show less
This study was designed to examine the relationship between language skills and social cognition of children aged four to eight years. Language skills and social cognition are two abilities that...Show moreThis study was designed to examine the relationship between language skills and social cognition of children aged four to eight years. Language skills and social cognition are two abilities that are important for the development of social skills (Beauchamp & Anderson, 2010). Besides this relationship we looked if the variables gender and educational level of the parent affect the language skills and social cognition of children. Until today only a few similar studies were done. In this study were 372 kids, of which 172 girls and 200 boys between the age of 4-8 years. To measure the productive language skills the Wechsler Preschool and Primary Scale or Intelligence-III-NL (WPPSI-III-NL) Vocabulary and Developmental Neuropsychological Assessment-II-NL (NEPSY-II-NL) Word Fluency Test are used. To measure the receptive language skills the Clinical Evaluation of Language Fundamentals (CELF) Understanding Sentences is used. The CELF pragmatics list measures language in everyday life. Social cognition is measured by means of a cognitive task, the Social Cognitive Skills Test, and a questionnaire, the Social Responsiveness Scale. The results of this study show a weak to moderately strong positive correlation between language skills and social cognition. Also girls showed higher scores in understanding sentences than boys. Finally, in social cognition we only found a positive relationship between the educational level of the partner and the social cognition in everyday life. There was no relationship found between language skills and the educational level of the parents.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-09-22T00:00:00Z
The main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS)...Show moreThe main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS) and Triple X syndrome. ASD traits were assessed with the parent-report Autism Spectrum Quotient. Social cognition was measured with the Social Cognitive Skills Test. Participants included 17 KS boys and 16 Triple X girls (Mage = 12.0 years, SD = 2.6), and 85 control children (Mage = 10.6 years, SD = 1.1). Our results showed that both boys and girls with an extra X chromosome show substantially elevated rates of ASD traits compared to controls. In addition, our study is the first to show that KS boys and Triple X girls have overall impaired social cognitive skills and function at a lower social cognitive level than typically developing children. Our study provides guidelines for the design and enhancement of screening instruments and treatment programs, which will benefit the development of these children. Future studies should focus on identifying risk factors endangering the development of children with ASD and those that are born with an extra X chromosome.Show less
