Effet d’un entraînement syntaxique sur la théorie de l’esprit d’enfants TSA et TDL

Abstract : Theory of mind involves attributing mental states. This social skill is often affected in children with Autism Spectrum Disorder (ASD) or in children with Developmental Language Disorder (DLD). Its development is simultaneous with language. Complement sentences serve as a tool for conceptualizing beliefs and are thus potentially interesting as the focus of a syntactic training. This study examines the effect of a syntactic training on theory of mind compared to the effects of a lexical training, serving as a control. 30 children participated : 14 children with Typical Development (TD) from 3 years 10 to 5 years 4, 8 children with ASD from 6 years 1 to 11 years 6 and 8 children with DLD from 6 years 1 to 8 years 9. Each population is equally divided between each training. The lexical training contains various applications developing vocabulary. The syntactic training DIRE (Différencier Idée et Réalité par Exercices) developped specifically for the study contains five activities to teach complement sentences. An assessment of syntactic skills, lexical skills and theory of mind is performed before and after the training to follow each child’s performance. The lexical training shows no effect on theory of mind skills. In contrast, the syntactic training reveals a positive evolution of both syntactic skills and theory of mind scores in children with TD or with DLD. These benefits are similar for each of these two populations. No effect of the syntactic training is revealed for the children with ASD considered here.
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Aliette Breesé, Aurore Anon. Effet d’un entraînement syntaxique sur la théorie de l’esprit d’enfants TSA et TDL. Sciences cognitives. 2018. ⟨dumas-02084236⟩

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