Metacognition and emotion in adolescents with intellectual disability: Links with categorization performance

Pennequin, Valérie; Igier, Suzanne; Pivry, Sophie; Gaschet, Noémie

doi:10.1007/s12144-021-01493-1

Cited by 4 publications

(5 citation statements)

References 40 publications

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“…A study in [88] confirms the link between "feeling of difficulty" and cognitive performance, highlighting the important role of meta-cognitive experiences in cognition. Furthermore, adolescents with ID have difficulty in anticipating the complexity of a task just after it has been explained to them, supporting again the view of meta-cognitive inefficiency [88]. Therefore, it is imperative to address their special needs in education [89].…”

Section: Impact Of Intellectual Disability In Everyday Lifementioning

confidence: 73%

“…In addition to their innate inability to follow a school program designed for the general population, children with special needs may face difficulties in such schools since they feel rejected by their peers [87]. A study in [88] confirms the link between "feeling of difficulty" and cognitive performance, highlighting the important role of meta-cognitive experiences in cognition. Furthermore, adolescents with ID have difficulty in anticipating the complexity of a task just after it has been explained to them, supporting again the view of meta-cognitive inefficiency [88].…”

Section: Impact Of Intellectual Disability In Everyday Lifementioning

confidence: 93%

“…Thus, implicit information collection can effortlessly provide a wealth of information for updating the users' profiles. • Individuals with ID have difficulty in understanding abstract notions and cannot use complex systems, since the "feeling of difficulty" is a common characteristic in such populations [88]. Additionally, as discussed in Section 3, the verbal skills of individuals with ID are often poor.…”

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confidence: 99%

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Content and Other Resources Recommendations for Individuals with Intellectual Disability: A Review

et al. 2022

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In this review paper, we look into how a recommendation system can be adapted to and support people with intellectual disability (ID). We start by reviewing and comparing the main classes of techniques for general-purpose content recommendation. Then, centering on individuals with ID, we collect information on their special needs that may be relevant to or affected by content recommendation tasks. We review the few existing recommendation systems specifically designed or adapted to the needs of this population and finally, based on the reviewed literature sources, we catalog the traits that a future content recommendation system should have in order to respond well to the identified special needs. We hope this listing of desirable traits and future directions in our concluding sections will stimulate research towards opening the doors to the digital world for individuals with ID.

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Section: Impact Of Intellectual Disability In Everyday Lifementioning

confidence: 73%

Section: Impact Of Intellectual Disability In Everyday Lifementioning

confidence: 93%

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confidence: 99%

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Content and Other Resources Recommendations for Individuals with Intellectual Disability: A Review

et al. 2022

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Section: Discussionmentioning

confidence: 95%

“…As the participants performed better with a known experimenter, we can assume that this familiarity freed up the attentional resources that would be used to establish and maintain social interactions with a new person, enabling them to better adjust the feeling of difficulty of the task based on past experience. As demonstrated by Pennequin et al (2021), FOD partly explains the performance of adolescents with intellectual disabilities. Conversely, participants had a greater feeling of familiarity of the task when the experimenter was unknown, raising the question of whether this feeling of familiarity is related to the task or to the experimenter.…”

Section: Discussionmentioning

confidence: 95%

The role of familiarity with the experimenter on cognitive performance, metacognition, pro-social behaviors, and the well-being of adults with moderate to severe intellectual disabilities

Igier

Pennequin

2022

J Intellect Disabil

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Background Few studies have evaluated the explanatory factors of poor performance and the effects of context in adults with intellectual disabilities. The aim of this study is to assess the role of a familiar experimenter on their cognitive performance, well-being, metacognitive experiences, and social behaviors. Method Participants with moderate to severe intellectual disability were recruited into two groups, one with a familiar and one with an unfamiliar experimenter. They carried out a categorization task. Before and after they reported their metacognitive experiences and level of well-being. The experimenter observed their pro-social behavior. Results Performance and some social behaviors were better when the participant knew the experimenter. However, he did not affect the level of well-being. The participants’ metacognitive experiences were poor, whether or not they knew the experimenter. Conclusions The familiarity of the experimenter plays a determining role, both on the participants’ performance, and on their compliance with certain pro-social behavior.

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