计算的挑战 在说普通话的4-8岁自闭症儿童中具有标量和临时意义
1Child Language Lab, School of Foreign Languages, Central South University, Changsha 410083, China.
Journal of communication disorders
|May 10, 2024
概括
年轻的自闭症儿童表现出对标量和临时含义的理解迟缓,与心理理论 (ToM) 缺陷相关的困难. 他们对数字含义的理解比量化和临时类型更好.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 神经发育障碍 神经发育障碍
背景情况:
- 自闭症儿童计算标量和临时含义的能力受到争议,一些研究显示缺陷,另一些报告优势.
- 之前的研究对学龄自闭症个体的隐性计算产生了不同的结果.
- 这项研究调查了在较年轻的普通话说话的自闭症儿童 (4-8岁) 中的隐性衍生.
研究的目的:
- 测试幼儿自闭症儿童的标量 (数字和定量器) 和临时隐性推导.
- 评估影响隐性获取的因素,包括年龄,语言和认知能力.
- 为了比较自闭症儿童的隐性计算与典型发育的同龄人.
主要方法:
- 22名自闭症和19名典型发育 (TD) 儿童 (4-8岁) 参与.
- 一个基于计算机的真相价值判断任务评估了标量 (数字,定量符) 和临时暗示.
- 研究人员检查了与年龄的相关性,接受性词汇,非语言智商和心智理论 (ToM).
主要成果:
- 与TD儿童相比,自闭症儿童获得的标量级和临时暗示显著减少.
- TD儿童计算了数字和临时暗示,但对量化暗示的反应各不相同.
- 自闭症儿童在量化和临时暗示方面扎,在数字暗示方面表现略高于机会;ToM技能与他们的暗示知识相关.
结论:
- 年轻的自闭症儿童表现出延迟的隐性知识,与核心思维理论 (ToM) 缺陷有关.
- 在这个群体中,数量暗示比量化暗示更早获得.
- 不同的机制是计算标量对即时隐含的基础.
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