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改善发育性语言障碍儿童的面部情绪识别:有意的还是偶然的训练?

J H R Maes¹, A R Scheper², D Hermans²

¹Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, P.O. Box 9104, Nijmegen 6500 HE, the Netherlands.

Research in developmental disabilities

|January 9, 2026

概括

偶然学习培训显著改善了发育性语言障碍 (DLD) 儿童的面部情感识别. 这种专注于偶然学习的方法,与故意学习或组合方法相比,显示出更好的结果.

科学领域:

神经科学是一个神经科学.
发展心理学发展心理学
语音和语言治疗治疗

背景情况:

患有发育性语言障碍 (DLD) 的儿童经常在社会认知方面表现出挑战,包括面部情绪识别.
面部情绪识别对于社交互动至关重要,并且被认为是偶然学习的.
改善DLD儿童这种技能的最佳学习方法尚不清楚.

研究的目的:

为了比较故意学习 (IntL),偶然学习 (IncL) 和组合 (COMB) 训练方法在DLD儿童中识别面部情绪的有效性.
为了确定哪种学习方法在识别面部情绪方面取得了最大的改进.

主要方法:

对49名患有DLD的儿童 (9-12岁) 进行了一次单次训练干预.
参与者被分配到IntL,Incl或COMB条件中,重点是识别两种最混乱的情绪.
训练涉及将低强度 (50%) 与高强度 (100%) 的情绪表达相匹配,并提供不同的指令以促进不同的学习风格.

主要成果:

结合 (COMB) 和偶然学习 (IncL) 条件显示,针对目标情绪的错误率显著降低.
偶然学习 (IncL) 在改善面部情绪识别方面表现出特别强烈的效果.
在故意学习 (IntL) 条件中没有观察到显著的改善.

结论:

偶然的关联式学习似乎是一个非常有效的,潜在的优越的方法,用于训练DLD儿童的面部情绪识别.
改善DLD社会认知的干预策略应考虑利用偶然学习原则.

关键词:

孩子孩子孩子孩子发育性语言障碍发育性语言障碍面部情绪识别面部情绪识别偶然的学习是偶然的学习.有意的学习是有意的学习.培训培训培训培训培训

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