Teoria da mente e reconhecimento de emoções de crianças e adolescentes com surdez bilateral
Data
2023-01-24
Autores
Gimenes, Nathalia Rodrigues 
Orientadores
Mello, Claudia Berlim
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A habilidade da cognição social se estabelece na interface do desenvolvimento sociocognitivo e comunicativo, consolidando-se aos 5 ou 6 anos de idade, sendo ainda desconhecido o desenvolvimento da mesma em crianças surdas brasileiras. Modelos teóricos identificam importantes domínios na cognição social, como a teoria da mente, e o reconhecimento de emoções. Estudos com ouvintes indicam intrínsecas relações entre a cognição social e a linguagem, relação também ainda desconhecida em crianças surdas brasileiras. O presente estudo prenunciador, transversal e exploratório, teve por objetivo investigar em crianças e adolescentes surdos os aspectos do desenvolvimento da cognição social, com foco em teoria da mente e reconhecimento de emoções, assim como investigar associações com linguagem através do vocabulário. Participaram do estudo 15 crianças e adolescentes, surdos bilaterais, de 7 a 14 anos de idade, de diferentes padrões comunicativos, filhos de pais ouvintes. Participaram também, 20 crianças e adolescentes ouvintes, na mesma faixa etária, também filhos de pais ouvintes. Todos os participantes foram submetidos a um teste de reconhecimento de emoções, uma tarefa de teoria da mente, abrangendo seus subdomínios, e testes de vocabulário expressivo e receptivo, adaptáveis ou validados para surdos. As aplicações foram realizadas por videochamada, em função da pandemia, pela pesquisadora principal, psicóloga clínica apta em Libras. Nas análises de dados foram utilizados modelos lineares generalizados para variáveis quantitativas e testes qui-quadrado para variáveis categóricas. Conforme esperado, os resultados revelaram que os participantes surdos apresentaram desempenho inferior em teoria da mente em comparação aos ouvintes. O baixo desempenho predominou nos subdomínios de desejos diversos, acesso ao conhecimento e falsa crença na amostra brasileira. Os participantes surdos a partir de 10 anos de idade apresentaram melhor desempenho do que os mais jovens, denotando importante efeito da idade. Em reconhecimento de emoções, também observou-se, em geral, inferior desempenho, com exceção para o reconhecimento das emoções de medo e nojo. Não foram observadas associações entre as habilidades em cognição social e linguagem, através dos vocabulários receptivo e expressivo, nem mesmo associações entre as habilidades de cognição social e o padrão comunicativo dos participantes, como uso de implante coclear ou padrão comunicativo, Libras ou Português. Os resultados sugeriram possível influência da consolidação de padrão comunicativo tardio na amostra de crianças surdas brasileiras filhas de pais ouvintes, no desempenho inferior. Sugere-se estudos posteriores com comparações apenas entre surdos e seus padrões comunicativos. O pioneirismo da aplicação online sugere a necessidade do desenvolvimento e adaptação de testes neuropsicológicos para aplicação em crianças surdas.
The ability of social cognition is established at the interface of socio-cognitive and communicative development, consolidating itself at 5 or 6 years of age. The development in Brazilian deaf children is still unknown. Theoretical models identify important domains in social cognition, such as theory of mind, and emotion recognition. Studies with hearing children indicate intrinsic relationships between social cognition and language, a relationship still unknown in Brazilian deaf children. This pioneering, cross-sectional and exploratory study aimed to investigate aspects of the development of social cognition in deaf children and adolescents, focusing on theory of mind and emotion recognition, as well as investigating associations with language through vocabulary. The study included 15 children and adolescents, with bilateral deafness, from 7 to 14 years old, with different communicative models, with hearing parents. Also participating were 20 hearing children and adolescents, in the same age, also with hearing parents. All participants were evaluated in an emotion recognition test, a theory of mind task, and their subdomains, and expressive and receptive vocabulary tests, adaptable or validated for the deaf children. The applications were carried out by video call, due to the pandemic, by the main researcher, a clinical psychologist qualified in Brazilian Signal Language, Libras. In the data analysis, generalized linear models were used for quantitative variables and chi-square tests for categorical variables. As expected, the results revealed that the deaf participants performed worse in theory of mind compared to the hearing ones. Low performance predominated in the subdomains of diverse desires, access to knowledge and false belief in the Brazilian sample. Deaf participants from 10 years of age performed better than younger ones, denoting an important effect of age. In emotion recognition, it was also observed, in general, inferior performance, except for the recognition of fear and disgust emotions. No associations were observed between social cognition and language skills, through receptive and expressive vocabularies, not even associations between social cognition skills and the participants' communicative models, such as use of cochlear implant or communicative pattern, Libras or Portuguese. The results suggested a possible influence of late communicative model consolidation in the sample of Brazilian deaf children with hearing parents, on lower performance. Further studies are suggested with comparisons only between deaf people and their communicative models. The pioneering nature of the online application suggests the need to develop and adapt neuropsychological tests to be applied to deaf children.
The ability of social cognition is established at the interface of socio-cognitive and communicative development, consolidating itself at 5 or 6 years of age. The development in Brazilian deaf children is still unknown. Theoretical models identify important domains in social cognition, such as theory of mind, and emotion recognition. Studies with hearing children indicate intrinsic relationships between social cognition and language, a relationship still unknown in Brazilian deaf children. This pioneering, cross-sectional and exploratory study aimed to investigate aspects of the development of social cognition in deaf children and adolescents, focusing on theory of mind and emotion recognition, as well as investigating associations with language through vocabulary. The study included 15 children and adolescents, with bilateral deafness, from 7 to 14 years old, with different communicative models, with hearing parents. Also participating were 20 hearing children and adolescents, in the same age, also with hearing parents. All participants were evaluated in an emotion recognition test, a theory of mind task, and their subdomains, and expressive and receptive vocabulary tests, adaptable or validated for the deaf children. The applications were carried out by video call, due to the pandemic, by the main researcher, a clinical psychologist qualified in Brazilian Signal Language, Libras. In the data analysis, generalized linear models were used for quantitative variables and chi-square tests for categorical variables. As expected, the results revealed that the deaf participants performed worse in theory of mind compared to the hearing ones. Low performance predominated in the subdomains of diverse desires, access to knowledge and false belief in the Brazilian sample. Deaf participants from 10 years of age performed better than younger ones, denoting an important effect of age. In emotion recognition, it was also observed, in general, inferior performance, except for the recognition of fear and disgust emotions. No associations were observed between social cognition and language skills, through receptive and expressive vocabularies, not even associations between social cognition skills and the participants' communicative models, such as use of cochlear implant or communicative pattern, Libras or Portuguese. The results suggested a possible influence of late communicative model consolidation in the sample of Brazilian deaf children with hearing parents, on lower performance. Further studies are suggested with comparisons only between deaf people and their communicative models. The pioneering nature of the online application suggests the need to develop and adapt neuropsychological tests to be applied to deaf children.
Descrição
Citação
GIMENES, Nathalia Rodrigues. Teoria da mente e reconhecimento de emoções de crianças e adolescentes com surdez bilateral. 2023. 74 f. Dissertação (Mestrado em Psicobiologia) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP). São Paulo, 2023.