随班就读自闭症谱系障碍儿童语篇阅读过程中连接推理加工的实验研究

发布时间：2018-02-27 15:07

本文关键词： 自闭症谱系障碍儿童语篇阅读连接推理局部连贯　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在学校教育中,阅读作为知识习得和能力发展的重要途径,直接影响了个体的社会交往和学业能力。随班就读自闭症谱系障碍儿童的阅读问题也一直是家长和教师关注的焦点。相对于国外较为深入全面的实证研究,国内关于自闭症谱系障碍儿童阅读研究极少且尚未涉及语篇阅读层面。鉴于此,本研究利用当前语篇理解中的推理加工理论模型,综合运用延时测量法和即时测量法,通过系列实验探究自闭症谱系障碍儿童语篇阅读过程中连接推理的能力及其加工机制。并在此基础上比较自闭症谱系障碍儿童与典型发展儿童工作记忆容量的特点,进一步剖析影响其阅读理解困难和连接推理加工的根本性认知原因。研究结果表明:(1)自闭症谱系障碍儿童具有较好的外显信息存储和记忆能力,但其阅读效率和理解能力显著落后于典型发展儿童;(2)自闭症谱系障碍儿童在阅读理解过程中的连接推理能力不受文本材料性质的影响,心理理论障碍并不是他们阅读理解困难的主要原因;(3)自闭症谱系障碍儿童能够即时构建自动水平的连接推理,使语篇局部连贯。(4)自闭症谱系障碍儿童连接推理的加工模式符合建构—整合模型的解释,其阅读理解困难的原因在于无法将背景知识整合到当前文本表征的结构中,这可能是自闭症谱系障碍儿童自身的弱中央统合能力与执行功能障碍导致的。(5)自闭症谱系障碍儿童的信息存储能力较好但其工作记忆容量受加工效率缺陷影响显著,使用提示程序可以显著提高其工作记忆容量。其工作记忆加工机制符合资源共享模型的假设。
[Abstract]:In school education, reading is an important way to acquire knowledge and develop ability. The reading problems of children with autism spectrum disorders in the same class have been the focus of attention of parents and teachers. Compared with the more thorough and comprehensive empirical research abroad, the reading problems of children with autistic spectrum disorders have been the focus of their parents' and teachers' attention. There are few studies on autistic spectrum disorder children's reading in China and they have not been involved in discourse reading. In view of this, the present study uses the inference processing theory model in discourse comprehension, and uses the delay measurement method and the instant measurement method. A series of experiments were conducted to explore the ability of connective reasoning and its processing mechanism in discourse reading in children with autism spectrum disorders, and to compare the characteristics of working memory capacity between children with autism spectrum disorders and those with typical developmental children. The results showed that children with autistic spectrum disorder had better explicit information storage and memory ability. But its reading efficiency and comprehension ability lag behind those of typical developing children significantly) the ability of connecting reasoning in the process of reading comprehension of children with autism spectrum disorder is not affected by the nature of text material. Mental disorders are not the main reason why they have difficulty in reading. (3) Children with autism spectrum disorders are able to build up automatic level of concatenation reasoning in real time. The processing model of connective reasoning in children with autism spectrum disorder accords with the interpretation of construction-integration model. The reason for the difficulty in reading comprehension is that the background knowledge can not be integrated into the structure of the current text representation. This may be due to the weak central integration ability of children with autistic spectrum disorders and executive dysfunction. The information storage ability of children with autism spectrum disorders is better, but their working memory capacity is significantly affected by processing efficiency defects. The working memory processing mechanism is consistent with the hypothesis of resource sharing model.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G76

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