Social-Cognitive Processing and Biases in Children with Nonverbal Learning Disabilities

dc.contributor.advisorMetsala, Jamie
dc.contributor.authorLivingstone, Megan
dc.date.accessioned2009-04-20T16:40:47Z
dc.date.available2009-04-20T16:40:47Z
dc.date.issued2007-09
dc.description.abstractThe purpose of this study was to explore the relationship between hostile attribution bias and social-emotional functioning in children with nonverbal learning disabilities (NLD). A subset of the data collected by Tanya Galway, a University of Toronto doctoral student, was examined. Sixteen children with NLD and sixteen normally achieving controls between the ages of 9 and 16 were given the Social Problem Solving Measure (Galway, 2007) to examine hostile attribution bias, and parents and teachers of the children completed the Achenbach System of Empirically Based Assessment (Achenbach & Rescorla, 2001) to examine social-emotional functioning. Children with NLD were rated higher than normally achieving peers, by both parent and teacher informants, on the anxious/depressed, withdrawn/depressed, internalizing, aggressive and externalizing scales. Parents of children with NLD rated their children higher than teachers on these scales. Children with NLD differed from normally achieving peers on a measure of hostile attribution bias more frequently endorsing that a story character was being mean. Group differences in hostile attribution bias were accounted for by individual differences in depression and aggression, but not by individual differences in anxiety.en
dc.identifier.urihttps://hdl.handle.net/10587/217
dc.language.isoenen
dc.subjectSocial learningen
dc.subjectPatientsen
dc.subjectNonverbalen
dc.subjectPsychological aspectsen
dc.subjectSocial perceptionen
dc.subjectAttitudesen
dc.subjectTorontoen
dc.subjectOntarioen
dc.subjectChildrenen
dc.subjectLearning disabilitiesen
dc.titleSocial-Cognitive Processing and Biases in Children with Nonverbal Learning Disabilitiesen
dc.typeThesisen
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