自闭症儿童对认知动词的理解
Inbal Eilon1, Rama Novogrodsky2
1Department of Communication Sciences and Disorders, University of Haifa, Haifa, Israel. Inbaly.cohen@gmail.com.
自闭症儿童比正常发育的同龄人更难理解认知动词,如"思考"和"知道". 心理理论 (TOM) 能力是自闭症儿童的关键.
科学领域:
- 发展心理学 发展心理学
- 语言心理学语言心理学
- 自闭症谱系障碍研究研究
背景情况:
- 认知动词,表示确定性和事实性,给孩子们带来理解挑战.
- 了解这些动词对于社会沟通和认知发展至关重要.
- 自闭症谱系障碍 (ASD) 与语言和社会认知的困难有关.
研究的目的:
- 为了比较对自闭症和典型发育 (TD) 儿童认知动词确定性和事实性的理解.
- 调查认知/语言技能 (思维理论,词汇,语法) 和两个群体的认知动词理解之间的关系.
- 确定自闭症和TD儿童认知动词理解的预测因素.
主要方法:
- 一项涉及59名自闭症儿童和62名TD儿童 (3-10岁) 的横截面研究.
- 通过确定性和事实性任务评估认知动词的理解.
- 使用单独的任务评估了思想理论 (TOM),词汇和语法.
主要成果:
- 自闭症儿童在理解认知动词确定性和事实性方面表现出明显更大的困难,而不是TD儿童.
- 年龄预测TD儿童的认知动词理解.
- 心理理论 (TOM) 独特地预测了自闭症儿童的事实性理解,而确定性理解仍然无法被测试的预测因素解释.
结论:
- 自闭症和TD儿童之间的认知动词理解存在明显的语言差异.
- 自闭症儿童的认知动词理解与心智理论 (TOM) 能力密切相关.
- 评估认知动词理解对于评估自闭症儿童的语言发展很重要.
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