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相关概念视频

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Empathy02:34

Empathy

Some researchers suggest that altruism operates on empathy. Empathy is the capacity to understand another person’s perspective, to feel what he or she feels. An empathetic person makes an emotional connection with others and feels compelled to help (Batson, 1991). Empathy can be expressed in several ways, including cognitive, affective, and motor.
Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the recognition that people have...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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相关实验视频

Updated: May 8, 2026

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Judith Bergold, Maria von Salisch, Katharina Voltmer

    Praxis der Kinderpsychologie und Kinderpsychiatrie
    |February 19, 2026
    PubMed
    概括
    此摘要是机器生成的。

    患有自闭症谱系障碍 (ASD) 的儿童表现出各种情感知识. 童年自闭症对此的影响比阿斯伯格综合症或非典型自闭症更大,突出了亚型特定需求.

    关键词:
    自闭症谱系障碍 - 情感知识 - 适应性测试 - 儿童发展 - ATEM 3-9自闭症谱系障碍 - 情感知识 - 适应性测试 - 儿童发展 - ATEM 3-9

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    Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
    05:32

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    科学领域:

    • 儿童心理学 儿童心理学
    • 发育神经科学的发展神经科学.
    • 自闭症谱系障碍研究研究

    背景情况:

    • 情感知识的缺陷会对儿童的社会情感互动产生负面影响.
    • 这些挑战在患有自闭症谱系障碍 (ASD) 的儿童中更为明显.
    • 关于不同ASD亚型 (ICD-10) 的情感知识的证据有限.

    研究的目的:

    • 调查ASD儿童的情感知识发展,按亚型分类.
    • 将ASD亚型中的情绪知识与匹配的神经类型控制组进行比较.
    • 分析情感知识作为一个整体及其七个具体组成部分.

    主要方法:

    • 研究包括79名患有ASD (儿童自闭症,非典型自闭症,阿斯伯格综合征) 的儿童和152名对照 (5-10岁).
    • 参与者完成了针对3至9岁儿童的情感知识适应性测试 (ATEM 3-9).
    • 根据性别,年龄和语言背景,使用了最近邻居匹配.

    主要成果:

    • 在ASD亚型中发现了情感知识的显著差异.
    • 患有童年自闭症的儿童得分明显低于对照组.
    • 与对照组相比,患有阿斯伯格综合征和非典型自闭症的儿童没有显著差异.

    结论:

    • 自闭症谱系障碍中的情感知识缺陷是特定于亚型的.
    • 这些发现强调了在研究和干预中需要考虑ASD亚型的必要性.
    • 未来的研究应该根据ASD亚型进行区分,以准确评估情绪发展.