随着时间的推移,自闭症儿童的双语和二次思维发展理论:与语言,执行功能和智力的纵向关系
Eleni Peristeri1, Margreet Vogelzang2, Ianthi Maria Tsimpli3
1Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki, Thessaloniki, Greece.
概括
双语自闭症儿童表现出比单语同龄人更好的二次思维理论技能. 语言和智力显著提高双语儿童的高级认知能力,突出双语.
科学领域:
- 发展心理学 发展心理学
- 神经科学是一个神经科学.
- 语言学的语言学.
背景情况:
- 心理理论 (ToM) 在自闭症谱系障碍 (ASD) 中经常受到损害,影响社会互惠.
- 双语可能为自闭症患者的思维缺陷提供补偿性好处.
- 对于自闭症双语与单语儿童的ToM发育轨迹的理解有限.
研究的目的:
- 纵向检查自闭症儿童的第一级和第二级心智理论 (ToM) 技能.
- 为了比较童年时期的单语与双语自闭症儿童的ToM发展.
- 调查ToM轨迹与语言,智能和执行功能之间的关联.
主要方法:
- 对42名自闭症儿童 (21名单语,21名双语) 的长度研究,年龄分别为6,9岁和12岁.
- 评估一级和二级思维理论 (ToM) 技能.
- 语言,智力和执行职能技能的评估.
主要成果:
- 双语自闭症儿童在9岁和12岁的第二阶段ToM中表现优于单语同龄人.
- 智力和表达性词汇是促进双语自闭症儿童第二阶段ToM的关键因素.
- 单语言自闭症儿童主要在12岁时利用语言和智力资源进行ToM发展.
结论:
- 双语似乎对自闭症儿童的高级思维理论 (ToM) 的发展产生了积极的影响.
- 语言和认知技能对于支持自闭症个体的ToM发展至关重要,特别是双语者.
- 纵向研究对于了解双语对自闭症患者认知能力的影响至关重要.
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