隐喻性语言干预对自闭症学生心理感知的影响
Yuguo Ke1, Liang Chen1,2, Xiaozhen Zhou3
1Taizhou University, Taizhou, China.
Journal of autism and developmental disorders
|December 24, 2024
概括
隐喻语言干预 (MLI) 提高了自闭症学生的心理感知和双语学习的乐趣. 这种方法提高了参与度和结果,对自闭症语言治疗有益.
科学领域:
- 心理语言学 心理语言学
- 特殊教育 特殊教育
- 自闭症谱系障碍研究研究
背景情况:
- 自闭症学生在双语学习环境中经常面临担忧,这会影响学习的乐趣和结果.
- 隐喻性语言干预 (MLI) 被探索为一种改善双语环境中的心理感知方法.
- 了解自闭症学生对MLI的反应中的性别差异至关重要.
研究的目的:
- 调查MLI对自闭症和非自闭症学生双语学习中的心理感知的影响.
- 评估MLI质量与学生参与度,接受度和享受度之间的相关性.
- 确定MLI作为自闭症患者语言治疗的有效性.
主要方法:
- 为MLI招募108名自闭症和102名非自闭症学生.
- 通过MLI评估心理感知和参与.
- 对性别之间享受水平的比较分析以及对比喻与字面表达的偏好.
主要成果:
- 自闭症男性学生报告说,在MLI中享受的乐趣比自闭症女性学生高.
- 自闭症学生更喜欢比喻表达方式而不是字面表达方式.
- 在MLI质量和增强的心理感知,接受力和享受之间存在积极的相关性.
结论:
- MLI显著改善了自闭症学生双语学习的心理感知和享受.
- 整合MLI和有针对性的心理感知提高了自闭症双语教育的质量.
- 作为一种实用,普遍适用的语言治疗方法,MLI显示出对自闭症患者沟通挑战的承诺.
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