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选取匹配言语智力的孤独症儿童21名、智力迟滞儿童18名和典型发展儿童20名,考察他们对指向客体与指向自我及他人假装动作的理解,探讨假装理解的相关因素。要求儿童对实验者演示的3种动作(功能游戏、替代假装和想象假装)进行解释,并完成心理理论和抑制控制任务。结果表明,孤独症儿童对假装游戏的理解存在缺陷,儿童对指向自我的动作理解不能自发迁移至对指向他人的动作理解中,心理理论和抑制控制均能正向预测假装理解。 相似文献
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孤独症儿童在欺骗情境中的行为判断及意图理解 总被引：1，自引：1，他引：1
研究采用动画形式呈现欺骗故事情境(欺骗他人/欺骗自我) ,考察孤独症儿童对欺骗行为及意图的理解。结果表明,在欺骗行为判断的问题上,孤独症和匹配组儿童的表现没有差异。孤独症儿童对于欺骗他人的意图理解差于正常儿童,也不如他们自己对欺骗自我的意图理解。两组儿童在欺骗任务上的表现提示,孤独症儿童通过错误信念任务并不等于达到与正常儿童一样的心理理解水平,欺骗他人与欺骗自我的意图理解可能基于不同的机制。 相似文献
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本研究选取30名6～7岁汉语孤独症儿童与30名普通儿童作为被试,探讨学龄前高功能孤独症儿童在口头叙事语篇中的会话修正行为.结果发现:在会话交际中,孤独症儿童产出的指称歧义显著多于普通儿童;针对各种会话阻碍,孤独症儿童较少启动自我修正,对他人的修正引导倾向于使用添加或转移话题策略,且协同多模态资源来实现交际目的的能力相对... 相似文献
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孤独症儿童心理推测能力的影响因素的研究 总被引：4，自引：2，他引：2
本研究除了关注年龄和智力因素的影响外 ,还首次探讨了自闭症病症的程度与心理推测能力的关系。综合本研究和以往研究的结果得出 :生理年龄大并同时伴随较高智力能有助于自闭症儿童理解他人的心理。此外 ,本研究发现 ,自闭症病症程度与心理推测能力之间有显著的负相关。采用大样本去论证这个关系的存在应是今后研究的一个方向。 相似文献
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李晓彧 《徐特立研究(长沙师范专科学校学报)》2009,(2)
心理理论是儿童社会认知发展研究的重要手段,在儿童Asperger综合症、精神分裂症和孤独症（自闭症）的临床实践中得到广泛应用。AS儿童的心理随着年龄的增长,其推测能力可能会得到一定的改善;在精神分裂症临床研究上,应该加强对精神分裂症脑结构及其病变的机制的研究对孤独症,心理理论应加强生态学的临床观察与实验室研究结合,注重对语言交流能力和社会功能的早期发展。 相似文献
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语言障碍是孤独症的主要表现之一,很多孤独症儿童到了语言发展年龄却仍无口语出现。口语对孤独症儿童的发展有特殊意义：口语的出现,能促进孤独症儿童理解能力、思维能力等综合能力的提高;能帮助孤独症儿童更好地理解周围的人和环境对他们的要求,感知自身和他人的情感感受并表达自身的需求,促进人际沟通能力的发展,使他们能更好地被社会理解和接纳。 相似文献
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孤独症是一种脑功能障碍引起的长期发展障碍的综合症,它影响着儿童很多方面的能力和表现,尤其是在社会交往和沟通方面的发展,表现出在与人相处过程中不能作出适当的反应,对与交往的人的特点与个性也不能清楚地进行判断。本文采用对一名孤独症儿童个案研究方法,通过对人物表情、卡通图片表情、创设不同情境推断人物可能的情绪反应等训练,提高孤独症学生对他人情绪的辨别力。结果显示:通过训练该名儿童在理解图中处境所描写的人物关系和其中人物蕴涵的情绪以及推断人物的情绪反应及感受上有所提高。 相似文献
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随着我国特殊儿童随班就读工作的大力开展和医疗康复训练的加强,越来越多的轻度智力障碍儿童进入普通学校随班就读,致使培智学校教育对象发生了重大变化。今天培智学校的主要教育对象是中重度智力障碍或智力障碍伴有脑瘫、语言发展迟缓、孤独症等多种类型、多重障碍的特殊儿童。显然,培智学校只凭一张医院的智力测定报告来接纳学生、按照入学时间实行分班的安置方式,已经不 相似文献
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对情绪的心理层面的理解是幼儿心理理论发展中出现得相对较迟的能力。本研究结合主人公愿望是否得到满足的状态,通过利用图片故事个别测查的方法探查了90名3～5岁学前儿童在“内容错误信念”任务中对他人情绪的推测。结果显示,年幼儿童尤其是3岁幼儿的高兴情绪理解受其对情境是否满足愿望的认知的影响,呈现出显著的“积极情绪偏差效应”; 相似文献
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自闭症儿童心理理论能力中的情绪理解 总被引：5，自引：0，他引：5
情绪理解在个体社会交往中发挥着重要的作用,在社会交往上存在障碍的自闭症儿童的情绪理解能力理应是值得关注的研究领域。本文综述了以往对自闭症儿童心理理论能力的研究,从情绪与愿望、信念之间关系的角度对自闭症儿童基于愿望和信念的情绪理解力进行分析,并探讨了理解不同类别情绪时自闭症儿童表现不同的原因。 相似文献
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Exploration of the autistic child's theory of mind: knowledge, belief, and communication 总被引：16，自引：0，他引：16
26 autistic children with mental ages of 3-13 years were tested on 3 tasks that are within the capability of 3- or 4-year-old normal children. The first task tested understanding of a mistaken belief. Children were shown a typical box of a certain brand of sweets, and they all thought that it contained that kind of sweet. To their surprise, however, the box contained something else. Yet, only 4 out of the 26 autistic children were able to anticipate that another child in the same situation would make the same mistake. In contrast, all but 1 of 12 children with specific language impairment, matched for mental age, understood that others would be as misled as they had been themselves. The autistic children were also tested for their ability to infer knowledge about the content of a container from having or not having looked inside. All 4 children who had passed the belief task and an additional 4 performed perfectly, but most failed. The third task assessed children's pragmatic ability to adjust their answers to provide new rather than repeat old information. Here, too, most autistic children seemed unable to reliably make the correct adjustment. These results confirm the hypothesis that autistic children have profound difficulty in taking account of mental states. 相似文献
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为探索自闭症幼儿的装扮游戏特点 ,了解其游戏水平低下的相关因素 ,选取了6名平均心理年龄为 2 3个月的自闭症幼儿作为研究对象 ,同时将心理年龄与之匹配的弱智儿童和正常儿童各 6名作为对照组进行了实验研究。以秒为单位对实验结果和过程进行编码分析后所获结果 :自闭症幼儿的装扮游戏水平在三组中最低。分析游戏过程推测其可能原因为 :自闭症幼儿缺乏对游戏本身的兴趣、游戏过程中缺乏与他人经验分享、对玩具功能缺乏正确认知能力。 相似文献
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本文采用实验的方法,对北京地区某培智学校39名7-15岁的一般性智力障碍儿童、唐氏综合征儿童、低功能自闭症儿童的助人、合作、分享、对他人痛苦的反应四种亲社会行为进行了比较研究,结果发现：自闭症儿童的助人行为水平显著低于一般性智力障碍儿童;唐氏综合征儿童的分享行为水平显著低于一般性智力障碍儿童;三类儿童的合作行为以及对他人痛苦的反应均处于很低的水平。 相似文献
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Researchers are divided over whether young children understand other people's minds. This study reexamines the main technique used to show a basic inability in 3-year-olds to make judgments about a person's thoughts when that person's knowledge happens to be false. 131 children, aged 3, 3 1/2, and 4, were shown the real, unexpected contents of a chocolate box and were required to say what a friend would think was in it and what their own previous expectations had been. Success in this task was compared between the 3 age groups and also according to the specificity of questions asked. It was found, in contrast to previous findings, that test questions that are temporally specific and syntactically straightforward enable most 3-year-olds to attribute false beliefs to others. These results suggest that 3-year-olds' access to information about others' mental states is bounded by the linguistic demands placed upon them, but long before their fourth birthday children have some understanding of others' mind. 相似文献
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Responses to the Negative Emotions of Others by Autistic, Mentally Retarded, and Normal Children 总被引：9，自引：0，他引：9
Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child. 相似文献
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自闭症儿童的心理理论发展及其与言语能力的关系 总被引：6，自引：1，他引：6
研究用5个信念任务测量心理理论能力,用皮博迪图片词汇测验测量言语能力,比较12名自闭症儿童和同等言语能力的28名正常儿童的表现,并分析了心理理论和言语能力的相关。结果表明:(1)自闭症儿童的心理理论发展显著落后于同等言语智力的正常儿童;(2)自闭症和正常儿童的信念理解发展序列基本一致;(3)心理理论和言语能力保持中度相关,但控制年龄因素后的偏相关不显著。本研究支持心理理论发展的领域特殊性观点。 相似文献
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ABSTRACT In Italy, Law 517 has since 1977 sanctioned the right for all children to attend ordinary schools in normal classes, reduced in number (maximum 20). Integration has been particularly difficult with children affected by various forms of autistic behaviour. In this paper, we shall study the interactive process that has gone on in two of the ten classes of a primary school where ten autistic children have been integrated, each in a different class. The study has been conducted through observation of interaction in the classes, Moreno's sociometric approach and the psycholinguistic analysis of fairy tales written by classmates on the autistic child, compared with ones written on a classmate of their own choice. The autistic child has an average sociometric status (i.e. he is chosen by an average number of classmates who are very popular in the group). Moreover, observation shows that very vulnerable children with fear of confusion of their own identity reject or imitate the autistic children, while bright, well‐adapted and emotionally rich children interact with them in different ways (listening, teaching). These last children in fact observe their autistic schoolmate and try to explain his symptoms and to propose therapies for the disorder. They have also a clear representation of the disorder and its symptoms. 相似文献
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The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism 总被引：30，自引：0，他引：30
Francesca G. E. Happé 《Child development》1995,66(3):843-855
A number of studies have reported that most children with autism fail theory of mind tasks. It is unclear why certain children with autism pass such tests and what might be different about these subjects. In the present study, the role of age and verbal ability in theory of mind task performance was explored. Data were pooled from 70 autistic, 34 mentally handicapped, and 70 normal young subjects, previously tested for a number of different studies. The analysis suggested that children with autism required far higher verbal mental age to pass false belief tasks than did other subjects. While normally developing children had a 50% probability of passing both tasks at the verbal mental age of 4 years, autistic subjects took more than twice as long to reach this probability of success (at the advanced verbal mental age of 9-2). Possible causal relations between verbal ability and the ability to represent mental states are discussed. 相似文献