在临床儿童样本中进行过渡性推断,重点是自闭症谱系障碍
Tina Kao1,2, Charlotte Michaelcheck3, Vincent P Ferrera4,5
1Department of Social Science, New York City College of Technology, City University of New York (CUNY), New York, New York, USA.
概括
患有自闭症谱系障碍 (ASD) 的儿童以不同的方式学习过渡性推断 (TI). 虽然ASD参与者取得了类似的结果,但在这个认知任务中显示出明显的速度-准确性权衡.
科学领域:
- 发展心理学 发展心理学
- 认知神经科学 认知神经科学
- 临床心理学 临床心理学
背景情况:
- 过渡性推理 (TI) 对于理解人类发展和推理至关重要.
- 很少有儿科研究在临床诊断的儿童中检查了试错TI学习.
- 以前的研究通常依赖于明确的口头描述,而不是推断式学习.
研究的目的:
- 为了研究各种临床诊断的8-10岁儿童的试错过渡性推断 (TI).
- 为了比较跨诊断组的TI表现,包括自闭症谱系障碍 (ASD),ADHD,焦虑,SLD和CD.
- 确定学习策略的潜在差异,特别是在ASD和非ASD组之间.
主要方法:
- 儿童 (8-10岁) 接受了ASD,ADHD,焦虑,SLD和CD等诊断的临床评估.
- 参与者完成了一项试错学习任务,以评估过渡性推断 (TI).
- 使用统计模型控制并发症,分析了反应准确度和反应时间.
主要成果:
- 所有诊断组都显示出过渡性推理 (TI) 的证据.
- 患有自闭症谱系障碍 (ASD) 的儿童表现出质量上不同的学习策略.
- 与非ASD同龄人相比,ASD参与者每次选择的反应更慢,但在整个试验中改善的速度更快;TI独立于智商.
结论:
- 自闭症和非自闭症儿童之间的表面上相似的TI表现水平可能会掩盖速度准确性权衡的根本差异.
- 自闭症谱系障碍 (ASD) 诊断与TI任务策略中最显著的差异有关.
- 这项研究提供了临床诊断如何影响幼儿TI的初步概况.
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