De l’interaction sociale à la théorie de l’esprit : aspects du développement typique et atypique (notice n° 243973)
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| fixed length control field | 03366cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112065939.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Thommen, Évelyne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | De l’interaction sociale à la théorie de l’esprit : aspects du développement typique et atypique |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2011.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 73 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméCet article discute les relations entre les interactions sociales et la théorie de l’esprit. La littérature montre l’importance des interactions sociales précoces dans le développement de la compréhension d’autrui. Notre recherche montre l’effet plus tardif de la compréhension d’autrui sur les réactions face à la détresse et au besoin d’aide d’autrui. Nous avons interrogé 8 enfants atteints d’autisme et 72 enfants de 4 à 9 ans sur leur cognition sociale (théorie de l’\\\esprit et attribution d’intentions aux actions) et nous avons observé leur réaction face à autrui (réaction à la détresse et à la demande d’aide). Notre recherche confirme les difficultés des enfants atteints d’autisme en ce qui concerne la cognition sociale tout en apportant quelques nuances. D’une part, les enfants atteints d’autisme réussissent à attribuer des croyances dans des contextes simplifiés et à attribuer des intentions à autrui. D’autre part, ils réagissent de manière émotionnelle à la détresse d’autrui. Nos résultats révèlent une corrélation entre les attributions d’intentions complexes aux actions d’autrui et les comportements observés. Ce résultat est un exemple des interrelations entre les cognitions et les actions. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | From social interaction to theory of mind : typical and atypical developmental aspectsThis article analyses the relationship between social interaction and theory of mind. The literature shows the importance of early social interactions in the development of understanding others. Our research shows the later inset of understanding other people compared to the reaction to distress and to a request of assistance. 8 children with autism and 72 children aged between 4 and 9 years were examined on their social cognition (theory of mind and intention attribution) and were observed on their reaction to others (reaction to distress and to a request for assistance). Our research confirms the difficulties of children with autism in regard to social cognition, adding some shades. On one hand, children with autism are able to attribute beliefs in simplified contexts and to attribute intentions to others. On the other hand, they react emotionally to the distress of others. Our results show a correlation between the attribution of second order intention to action and observed behaviour. This result is an example of the interrelations between cognition and action. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | réaction à la détresse |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | théorie de l’esprit |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement de l’enfant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interaction sociale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | theory of mind |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | child development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social interaction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reaction to distress |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Guidoux, Anne |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 1 | 1 | 2011-03-01 | p. 49-68 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2011-1-page-49?lang=fr">https://shs.cairn.info/revue-enfance2-2011-1-page-49?lang=fr</a> |
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