|
|
自闭症谱系障碍儿童心理理论特点的成因分析和干预路径
|
Abstract:
儿童心理理论是将儿童的心智理解能力看成一个基于逻辑与规则的推理过程，并基于此概念设计出了错误信念等任务，来检测儿童是否掌握心理理论。近三十余年以来，基于儿童心理理论发展特点的研究已经取得了相对一致的成果。一般儿童获得心理理论存在关键时期(2~7岁)，但自闭症谱系障碍儿童的心理理论发展却很明显地滞后于一般儿童，该群体因此被看作是心理理论受损的“心灵盲”，分析其心理理论缺损的原因并探索干预路径具有重要意义。本文主要介绍了自闭症谱系障碍儿童心理理论的发展特点、缺损原因以及有效的干预方法。
Children’s theory of mind mainly regards children’s mental comprehension ability as a logical reasoning process based on rules and logic, and tasks such as false belief have been designed based on this concept to test whether children can master the theory of mind. Over the past 30 years, the research results based on the development characteristics of children’s theory of mind have achieved relatively consistent results. 2~7 years old is the key period for children to acquire the theory of mind, but the development of psychological theory of children with autism spectrum disorder obviously lags behind that of ordinary children. Therefore, this group is regarded as “psychic blindness” with impaired theory of mind. It is meaningful to study the development characteristics of their theory of mind and explore the intervention path. This paper mainly introduced the development characteristics, defect causes and effective intervention methods of psychological theory of children with autism spectrum disorders.
| [1] | 曹峰铭, 蔡佩君, 王加恩, 吕信慧(2012). 高功能自闭症学龄儿童的心智理论与口语叙说. 中华心理学刊, 54(3), 365-383. |
| [2] | 曹晓君, 陈旭, 常明(2010). 自闭症儿童心理理论缺损成因研究述评. 内蒙古师范大学学报: 教育科学版, 23(4), 33-37. |
| [3] | 陈秋佑(2010). 思想泡教学对国小中年级高功能自闭症学生高阶心智理论能力之影响(pp. 46-47). 硕士学位论文, 台中: 台中教育大学. |
| [4] | 陈巍, 郭本禹(2011). 自闭症儿童缺乏“心理理论”吗?——基于神经现象学的解读. 中国特殊教育, (3), 31-35. |
| [5] | 何旭良, 杨峰(2018). 自闭症儿童的语言研究现状及构想. 医学与哲学(B), (8), 25-28. |
| [6] | 胡梦娟, 许家成, 徐胜(2013). 自闭症儿童心理理论研究述评. 重庆师范大学学报: 哲学社会科学版, (5), 97-101. |
| [7] | 黄秋平, 周世杰, 张倩倩, 莫新竹(2013). 孤独症儿童信念理解能力发展特点. 中国临床心理学杂志, (6), 928-931. |
| [8] | 蒋梦娇(2017). 自闭症儿童语用障碍的表现及其成因研究综述. 文教资料, (32), 34-37. |
| [9] | 李晓, 黄艳(2012). 连环漫画会话: 提高自闭症患者社会理解能力的干预策略. 青岛大学师范学院学报, 29(1), 49-54. |
| [10] | 林慧丽, 杨书沛, 杨欣谕, 李霈璿(2015). 汉语母语自闭障碍患童与青少年的主谓宾语句型理解与心智理论纵贯研究. 教育心理学报, 46(3), 401-423. |
| [11] | 刘秀丽, 李力红(2004). 西方关于自闭症研究的新进展——与心理理论的关系研究. 心理学探新, 24(2), 77-80. |
| [12] | 刘予博(2016). 任务呈现方式对孤独症儿童心理理论的影响: “思想泡”技术的促进作用. 硕士学位论文, 西安: 陕西师范大学. |
| [13] | 桑标, 任真, 邓赐平(2005). 自闭症儿童的心理理论与中心信息整合的关系探讨. 心理科学, 28(2), 295-299. |
| [14] | 王益文, 张文新(2002). 3-6岁儿童“心理理论”的发展. 心理发展与教育, 18(1), 11-15. |
| [15] | 姚小雪, 兰继军, 朱海腾(2014). 孤独症谱系障碍儿童心理理论的影响因素研究进展. 中国特殊教育, (10), 34-39. |
| [16] | 张敏(2016). “思想泡”教学对低功能自闭症儿童心理理论发展的干预研究. 中国特殊教育, (6), 44-51. |
| [17] | 张长英(2012). 心理状态术语对3-5岁汉语儿童错误信念理解的影响. 博士学位论文, 上海: 华东师范大学. |
| [18] | 赵凌霄(2018). 7-14岁自闭症儿童心理理论的发展特点研究. 硕士学位论文, 武汉: 武汉大学. |
| [19] | 周念丽(2003). 自闭症幼儿社会认知实验及干预绩效研究. 博士学位论文, 上海: 华东师范大学. |
| [20] | 邹瑾, 王立新, 项玉(2008). 自闭心理理论研究范式的新进展——“思想泡”技术的运用. 中国特殊教育, (2), 56-59. |
| [21] | Abell, F., Happe, F., & Frith, U. (2000). Do Triangles Play Tricks? Attribution of Mental States to Animated Shapes in Normal and Abnormal Development. Cognitive Development, 15, 1-16. https://doi.org/10.1016/S0885-2014(00)00014-9 |
| [22] | Baron-Cohen, S. (1991). Do People with Autism Understand What Causes Emotion? Child Development, 62, 385-395.
https://doi.org/10.1111/j.1467-8624.1991.tb01539.x |
| [23] | Baron-Cohen, S. (1997). Mindblindness: An Essay on Autism and Theory of Mind. MIT Press. |
| [24] | Baron-Cohen, S., Spitz, A., & Cross, P. (1993). Do Children with Autism Recognise Surprise? A Research Note. Cognition & Emotion, 7, 507-516. https://doi.org/10.1080/02699939308409202 |
| [25] | Egeth, M., & Kurzban, R. (2009). Representing Metarepresentations: Is There Theory of Mind-Specific Cognition? Consciousness and Cognition, 18, 244-254. https://doi.org/10.1016/j.concog.2008.07.005 |
| [26] | Farrar, M. J., Johnson, B., Tompkins, V., Easters, M., Zili-si-Medus, A., & Benigno, J. P. (2009). Language and Theory of Mind in Preschool Children with Specific Language Impairment. Journal of Communication Disorders, 42, 428-441.
https://doi.org/10.1016/j.jcomdis.2009.07.001 |
| [27] | Frith, U., & Happé, F. (1999). Theory of Mind and Self-Consciousness: What Is It Like to Be Autistic? Mind & language, 14, 82-89. https://doi.org/10.1111/1468-0017.00100 |
| [28] | Gallagher, H. L., Happé, F., Brunswick, N., Fletcher, P. C., Frith, U., & Frith, C. D. (2000). Reading the Mind in Cartoons and Stories: An fMRI Study of “Theory of Mind” in Verbal and Nonverbal Tasks. Neuropsychologia, 38, 11-21.
https://doi.org/10.1016/S0028-3932(99)00053-6 |
| [29] | Hughes, C., & Russell, J. (1993). Autistic Children’s Difficulty with Mental Disengagement from an Object: Its Implications for Theories of Autism. Developmental Psychology, 29, 498. https://doi.org/10.1037/0012-1649.29.3.498 |
| [30] | Hughes, J. D. C. (1998). Young Children’s Understanding of Emotions within Close Relationships. Cognition & Emotion, 12, 171-190. https://doi.org/10.1080/026999398379709 |
| [31] | Jackson, C. T., Fein, D., Wolf, J., Jones, G., Hauck, M., Waterhouse, L., & Feinstein, C. (2003). Responses and Sustained Interactions in Children with Mental Retardation and Autism. Journal of Autism and Developmental Disorders, 33, 115-121. https://doi.org/10.1023/A:1022927124025 |
| [32] | Jarrold, C., Butler, D. W., Cottington, E. M., & Jimenez, F. (2000). Linking Theory of Mind and Central Coherence Bias in Autism and in the General Population. Developmental Psychology, 36, 126-138.
https://doi.org/10.1037/0012-1649.36.1.126 |
| [33] | Kaland, N., Smith, L., & Mortensen, E. L. (2008). Brief Report: Cognitive Flexibility and Focused Attention in Children and Adolescents with Asperger Syndrome or High-Functioning Autism as Measured on the Computerized Version of the Wisconsin Card Sorting Test. Journal of Autism and Developmental Disorders, 38, 1161-1165.
https://doi.org/10.1007/s10803-007-0474-1 |
| [34] | Kristen, S., Vuori, M., & Sodian, B. (2015). “I Love the Cute Caterpillar!” Autistic Children’s Production of Internal State language across Contexts and Relations to Joint Attention and Theory of Mind. Research in Autism Spectrum Disorders, 12, 22-33. https://doi.org/10.1016/j.rasd.2014.12.006 |
| [35] | Lang, B., & Perner, J. (2002). Understanding of Intention and False Belief and the Development of Self-Control. British Journal of Developmental Psychology, 20, 67-76. https://doi.org/10.1348/026151002166325 |
| [36] | Le Sourn-Bissaoui, S., Aguert, M., Girard, P., Chevreuil, C., & Laval, V. (2013). Emotional Speech Comprehension in Children and Adolescents with Autism Spectrum Disorders. Journal of Communication Disorders, 46, 309-320.
https://doi.org/10.1016/j.jcomdis.2013.03.002 |
| [37] | Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the Autistic Child’s Theory of Mind: Knowledge, Belief, and Communication. Child Development, 60, 689-700. https://doi.org/10.2307/1130734 |
| [38] | Pierce, K., Glad, K. S., & Schreibman, L. (1997). Social Perception in Children with Autism: An Attentional Deficit? Journal of Autism and Developmental Disorders, 27, 265-282. https://doi.org/10.1023/A:1025898314332 |
| [39] | Sabbagh, M. A. (2004). Understanding Orbitofrontal Contributions to Theory-of-Mind Reasoning: Implications for Autism. Brain and Cognition, 55, 209-219. https://doi.org/10.1016/j.bandc.2003.04.002 |
| [40] | Slaughter, V., Peterson, C. C., & Mackintosh, E. (2007). Mind What Mother Says: Narrative Input and Theory of Mind in Typical Children and Those On The Autism Spectrum. Child Development, 78, 839-858.
https://doi.org/10.1111/j.1467-8624.2007.01036.x |
| [41] | Steele, S., Joseph, R. M., & Tager-Flusberg, H. (2003). Brief Report: Developmental Change in Theory of Mind Abilities in Children with Autism. Journal of Autism and Developmental Disorders, 33, 461-467.
https://doi.org/10.1023/A:1025075115100 |
| [42] | Tager-Flusberg, H. (1992). Autistic Children’s Talk about Psychological States: Deficits in the Early Acquisition of a Theory of Mind. Child Development, 63, 161-172. https://doi.org/10.2307/1130910 |
| [43] | Wellman, H. M., Hollander, M., & Schult, C. A. (1996). Young Children’s Understanding of Thought Bubbles and of Thoughts. Child Development, 67, 768-788. https://doi.org/10.2307/1131860 |
| [44] | Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Me-ta-Analyses Comparing Theory of Mind Abilities of Individuals with Autism, Individuals with Mental Retardation, and Normally Developing Individuals. Psychological Bulletin, 124, 283. https://doi.org/10.1037/0033-2909.124.3.283 |
| [45] | Zelazo, P. D., & Müller, U. (2011). Executive Function in Typical and Atypical Development. In U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 445-469). Blackwell Publishing.
https://doi.org/10.1002/9781444325485.ch22 |
| [46] | Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., Carlson, S. M. et al. (2003). The Development of Executive Function in Early Childhood. Monographs of the Society for Research in Child Development, 68, vii-137. |
