自闭症儿童心理理论发展特点的实验研究

发布时间：2018-04-20 11:07

本文选题：自闭症儿童 + 心理理论量表　；参考：《华东师范大学》2015年硕士论文

【摘要】：心理理论是指对自己和他人心理状态(如需要、信念、意图、动机、感觉等)的认识,并由此对相应行为做出因果性的预测和解释。心理理论并非单一的认知成就,包含对愿望、信念、情绪等多个认知过程的理解。国外采用心理理论量表对自闭症儿童的实证研究关注到心理理论的发展性,考察了获得错误信念之前心理理论的发展。但国内关于自闭症心理理论的实证研究才刚刚起步,现有研究多以错误信念任务作为衡量其是否获得心理理论的唯一标准,任务呈现采用单一的向被试表述场景和问题的方式,这种语言要求较高的“全或无”的评价方式可能低估了自闭症儿童心理理论的发展水平。因此,本研究在不同情境下采用难度不同的系列任务,以综合考察自闭症儿童心理理论的发展特点和影响因素,具有重要的理论和实践意义。本研究通过设置故事叙述、图片辅助和竞争游戏三个语言难度递减、动机水平递增的实验情境,在每个情境下采用心理理论量表中五个层级的系列实验任务,对上海市部分特殊学校的自闭症儿童和智力障碍儿童为研究对象进行研究,结果发现：(1)自闭症儿童在心理理论任务中的得分由高到低依次为愿望的多样性、信念的多样性、基于知识的信念、隐含情绪理解和错误信念理解,仅在最后两个任务的发展顺序与智力障碍儿童不同；(2)自闭症儿童在竞争游戏和图片辅助情境中的任务得分高于传统的故事叙述范式,在三种任务情境中,自闭症组的得分均低于智力障碍组,但在竞争游戏情境下两组的得分没有显著差异；(3)语言能力对于自闭症儿童的心理理论具有显著影响,年龄因素的影响不显著,独生子女因素在竞争游戏任务中对结果的影响未达到显著水平。研究表明,自闭症儿童与智力障碍儿童心理理论能力的发展序列除隐含情绪理解任务外基本相同；传统任务范式低估了自闭症儿童的心理理论水平；图片辅助和竞争游戏能够促进自闭症儿童对他人心理状态的理解。
[Abstract]:The theory of mind refers to the understanding of the mental state of oneself and others (such as need, belief, intention, motivation, feeling, etc.), and makes a causal prediction and explanation of the corresponding behavior. The theory of mind is not a single cognitive achievement, including the understanding of many cognitive processes such as desire, belief, emotion and so on. The overseas empirical research on autistic children by using the psychological theory scale pays close attention to the developmental nature of the theory of mind and examines the development of the theory of mind before obtaining false belief. However, the domestic empirical research on autism theory of mind is just beginning. Most of the existing researches take false belief task as the only criterion to judge whether they get the theory of mind, and the task presents a single way of expressing the situation and problem to the subjects. This language-demanding "all or nothing" evaluation may underestimate the level of development of autism children's theory of mind. Therefore, it is of great theoretical and practical significance to study the developmental characteristics and influencing factors of autistic children's theory of mind by adopting series of tasks with different difficulties in different situations in order to investigate comprehensively the development characteristics and influencing factors of the theory of mind of autistic children. By setting up three experimental situations of decreasing language difficulty and increasing motivation level, such as story narration, picture assistant and competitive game, this study adopts a series of experiment tasks of five levels in each situation. In this study, autistic children and children with mental retardation in some special schools in Shanghai were studied. The results showed that the score of children with autism in the mental theory task from high to low was the diversity of desire and belief. Knowledge-based belief, implicit emotional understanding and false belief understanding, Only in the last two tasks, the development order was different from that in the children with mental retardation. (2) the task scores of the autistic children in competitive games and picture assistant situations were higher than those in the traditional storytelling paradigm, and in the three task situations, The score of autism group was lower than that of intelligence disorder group, but there was no significant difference between the two groups in the score of competitive game. (3) language ability had significant influence on the theory of mind of autistic children, but the influence of age factor was not significant. The effect of only-child factor on the result was not significant in the competitive game task. The research shows that the developmental sequence of theoretical ability of mind of autistic children and children with mental retardation is basically the same except implied emotional understanding tasks, the traditional task paradigm underestimates the theoretical level of psychology of autistic children. Photo-assisted and competitive play can promote autistic children's understanding of the mental state of others.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G76

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