Abstract：
BACKGROUND: Previous studies that have assessed social cognition in Attention-Deficit/Hyperactivity Disorder (ADHD) have produced inconsistent findings. To summarize these data and shed light upon moderators that may explain observed inconsistencies, we conducted a systematic review and meta-analysis exploring social cognition (Theory of Mind (ToM), Empathy, Facial and Non-Facial Emotion Recognition) and Everyday Social Skills in children and adolescents with ADHD.
METHODS: The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983).
RESULTS: Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68-0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46-0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08-1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions.
CONCLUSIONS: Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).
METHODS: The current meta-analysis involved 142 studies including 652 effect sizes. These studies compared children and adolescents with ADHD (n = 8,300) and with typical development (n = 7,983).
RESULTS: Participants with ADHD exhibited moderate to very large deficits in ToM (SMD = 0.84, 95% CI = 0.68-0.99), Facial Emotion Recognition (SMD = 0.63, 95% CI = 0.46-0.81), and Everyday Social Skills (SMD = 1.23, 95% CI = 1.08-1.37). The magnitude of these impairments was similar when considering effect sizes adjusted for some covariates and the methodological quality of the studies. Few studies have investigated Empathy and Non-Facial Emotion Recognition, which precludes definitive conclusions.
CONCLUSIONS: Children and adolescents with ADHD experience robust impairments in ToM, Facial Emotion Recognition and Everyday Social Skills. Future studies should explore whether these deficits are a consequence of difficulties in other areas of cognition (e.g., executive functioning). We have made all our raw data open access to facilitate the use of the present work by the community (e.g., clinicians looking for tools, assessing social impairments, or researchers designing new studies).
摘要：
背景：先前评估注意缺陷/多动障碍（ADHD）社会认知的研究结果不一致。为了总结这些数据，并阐明可能解释观察到的不一致的主持人，我们进行了系统回顾和荟萃分析，探索社会认知(心理理论(ToM)，移情,面部和非面部情绪识别）和患有ADHD的儿童和青少年的日常社交技能。
方法：目前的荟萃分析涉及142项研究，包括652项效应大小。这些研究比较了患有ADHD的儿童和青少年（n=8,300）和典型发育（n=7,983）。
结果：患有ADHD的参与者表现出中度至非常大的ToM缺陷（SMD=0.84，95％CI=0.68-0.99），面部情绪识别(SMD=0.63，95%CI=0.46-0.81)，和日常社交技能(SMD=1.23，95%CI=1.08-1.37)。当考虑对某些协变量和研究的方法学质量进行调整的效应大小时，这些损伤的程度是相似的。很少有研究调查同理心和非面部情绪识别，这排除了明确的结论。
结论：患有ADHD的儿童和青少年在ToM中经历了严重的损害，面部情绪识别和日常社交技能。未来的研究应该探讨这些缺陷是否是其他认知领域困难的结果(例如，执行功能)。我们已经开放了我们所有的原始数据，以方便社区使用目前的工作(例如，临床医生寻找工具，评估社会损害，或设计新研究的研究人员)。
方法：目前的荟萃分析涉及142项研究，包括652项效应大小。这些研究比较了患有ADHD的儿童和青少年（n=8,300）和典型发育（n=7,983）。
结果：患有ADHD的参与者表现出中度至非常大的ToM缺陷（SMD=0.84，95％CI=0.68-0.99），面部情绪识别(SMD=0.63，95%CI=0.46-0.81)，和日常社交技能(SMD=1.23，95%CI=1.08-1.37)。当考虑对某些协变量和研究的方法学质量进行调整的效应大小时，这些损伤的程度是相似的。很少有研究调查同理心和非面部情绪识别，这排除了明确的结论。
结论：患有ADHD的儿童和青少年在ToM中经历了严重的损害，面部情绪识别和日常社交技能。未来的研究应该探讨这些缺陷是否是其他认知领域困难的结果(例如，执行功能)。我们已经开放了我们所有的原始数据，以方便社区使用目前的工作(例如，临床医生寻找工具，评估社会损害，或设计新研究的研究人员)。
