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Master Thesis

Étude des habiletés sociales chez l'enfant dyspraxique visuospatial

Abstract : Authors who have studied dyspraxic children have often established a link between motor deficits and difficulties in psychosocial adjustment. They have highlighted the negative impact that motors difficulties might have on social skills development. We have sought to understand the undermining mechanisms that can lead to that link. At first, the existing data available in literature has first encouraged us to hypothetically connect the visuo‐perceptual difficulties of such children with the development of their social skills and then to consider a possible link between pragmatic language skills and social skills. In order to prove these assumptions, we have met eighteen dyspraxic children, with age ranging from 10 years and one month old to 15 years and 9 months old. We have submitted them to various tests in order to assess both their visuo‐spatial processing and their social perception, through two major cognitive processes implied in social skills: facial emotion recognition and theory of mind. Then, in order to assess their pragmatic skills, another cognitive process implied in social skills, we have asked their parents to respond to a questionnaire. We have been able to note deficits in pragmatic and social skills with a majority of these children, particularly as to the theory of mind. We have established a correlation between these two domains mentioned previously and as such, confirmed our hypothesis. However, we were not able to accurately measure the impact of visuo‐perceptual domain on social skills, particularly on facial emotion recognition.
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Contributor : Bu Carreire Université de Bordeaux <>
Submitted on : Monday, July 21, 2014 - 12:03:20 PM
Last modification on : Wednesday, August 23, 2017 - 4:33:04 PM
Long-term archiving on: : Tuesday, April 11, 2017 - 3:29:30 PM


  • HAL Id : dumas-01026293, version 1



Estelle Claveloux. Étude des habiletés sociales chez l'enfant dyspraxique visuospatial. Sciences cognitives. 2014. ⟨dumas-01026293⟩



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