自闭症谱系障碍儿童对眼睛注视线索的注意实验研究

发布时间：2018-07-26 17:25

【摘要】：眼睛是人类最重要的感知觉通道,也是传递与接收信息最微妙的途径之一。对眼睛注视线索的信息加工能力在个体的社会化进程中扮演着重要的角色。临床研究表明,缺乏对注视的关注、无法跟随他人的眼睛活动来调整注视方向是自闭症谱系障碍儿童从婴幼年期起就表现出的主要障碍之一。近年来,随着认知心理学线索一目标实验范式以及眼动技术在自闭症谱系障碍儿童视觉注意研究中的广泛运用,以往的临床观察结论得到了更深层次的探讨。通过对国外近10年来有关这一领域的理论焦点问题及实证研究证据的系统梳理,发现核心的争论主要围绕,自闭症谱系障碍儿童是否能注意到他人的眼睛注视线索以及他们对线索信息的实际运用能力是否与正常发展个体存在差异。然而目前国内外这类实验研究刚刚起步,且结果也不尽相同,由此引发的不同意见及理论论争正推动着相关研究的不断向前探索。在这一背景下,本研究尝试将实验室研究与临床研究相结合,采用仪器研究与生态研究互补的方式,结合我国近年来对自闭症谱系障碍研究的实际情况,通过改变研究设计、调整研究对象及更换实验材料,对我国自闭症谱系障碍儿童对眼睛注视线索的注意加工方式与注意加工能力展开系列研究,以期深入地探讨这类儿童的认知特点,为自闭症谱系障碍儿童的早期干预及教育提供科学依据和有参考价值的建议。本研究的研究对象为46名自闭症谱系障碍实验组儿童,以及43名智力障碍儿童和44名正常发展儿童,共设计了2个递进性的实验系列。第一系列包括5项分实验,第二系列包括3项分实验和1项评价调查。逐步探讨了单一内源性视觉注意线索、共同呈现的两种内源性视觉注意线索、以及生态化情景观察中,三类儿童对眼睛注视线索的加工水平和视觉注意特征。综合研究结果得出如下主要结论： 1、自闭症谱系障碍儿童能够注意到他人的眼睛区域及眼睛注视线索,且对于正面注视刺激线索的反应异常迅速； 2、自闭症谱系障碍儿童对单一呈现的内源性视觉注意线索的反应速度慢于正常发展儿童及智力障碍儿童,但三者间不存在统计学上的显著差异,自闭症谱系障碍儿童对线索类型表现出敏感性； 3、自闭症谱系障碍儿童并没有表现出对卡通眼睛注视线索的加工优势,有趣的是他们对真人眼睛注视线索的加工速度更快,并且受其线索有效性影响更大； 4、在共同呈现线索刺激条件下,自闭症谱系障碍儿童的注意反应时与对照组儿童不存在显著的差异,但从信息加工的方式来看,他们多沿用单一线索加工的方式来处理同时呈现的复杂信息； 5、与箭头及手指线索相比,在人脸朝向共同呈现中,眼睛注视线索对自闭症谱系障碍儿童的影响作用较大； 6、离散的视觉注意加工模式影响自闭症谱系障碍儿童对线索信息的充分理解和利用。综上所述,尽管与国外大多数以高功能自闭症个体为对象的研究结果不完全一致,但依旧能够发现本研究中的中低功能自闭症谱系障碍儿童对眼睛注视线索的注意及运用能力比我们早前预想的要好,对于眼睛注视线索自闭症谱系障碍儿童具备与正常儿童相似的注意追随能力。因而有理由怀疑,以往的有些研究可能过于低估了自闭症谱系障碍儿童对眼睛注视线索的初始性视觉加工能力,过度夸大了自闭症谱系障碍儿童的认知障碍。未来的研究可以进一步通过不同年龄、不同障碍水平自闭症谱系障碍儿童的行为、心理及神经生理等方面的比较研究,更深入地探讨此类儿童的对眼睛注视线索的视觉注意特点,为挖掘他们的原有潜力,探究和开发更适合此类儿童的有效干预途径提供重要的依据。
[Abstract]:The eye is one of the most important perceptive channels of human beings and one of the most subtle ways to transmit and receive information. The ability to process the information of eye gaze clues plays an important role in the socialization process of the individual. Clinical research shows that the lack of attention to the gaze and the ability to adjust the direction of the gaze to adjust the direction of the eye is autism. Children with disease spectrum disorders have shown one of the main obstacles from infant and young years. In recent years, with the extensive use of cognitive psychology cue experimental paradigm and eye movement technology in the study of visual attention of children with autism spectrum disorders, the previous clinical observations have been further explored. Through the recent 10 years abroad, To find out whether children with autism spectrum disorders can notice the eye gaze clues of others and whether their ability to use clues is different from that of normal individuals. Experimental research has just started and the results are different. The different opinions and theoretical controversies caused by this kind of research are pushing forward the related research.
In this context, this study attempts to combine laboratory research with clinical research, adopt a complementary method of instrumental research and ecological research, and combine with the actual situation of the study of autism spectrum disorders in China in recent years, by changing research design, adjusting research objects and replacing experimental materials, for children with autism spectrum disorders in our country A series of studies on attention processing methods and attention processing ability of eye gaze clues are carried out in order to explore the cognitive characteristics of these children and provide scientific basis for early intervention and education for children with autism spectrum disorders and suggestions of reference value.
In this study, 46 children with autism spectrum disorders, 43 children with mental retardation and 44 children with normal development were studied. A total of 2 progressive experimental series were designed. The first series included 5 sub experiments, second series including 3 sub experiments and 1 evaluation surveys. Two kinds of endogenous visual attention clues, as well as the processing level and visual attention characteristics of three kinds of children's eye gaze cues in the ecological scene observation. The main conclusions are as follows:
1, children with autism spectrum disorders can notice the eye regions and eye cues of others, and react rapidly to the gaze cues.
2, the response rate of children with autism spectrum disorders is slower than that of normal children and children with mental retardation, but there is no statistically significant difference among the three, and the children with autism spectrum disorders are sensitive to the clue type.
3, children with autism spectrum disorders did not show the processing advantage of the eye gaze cues. It was interesting that their processing speed was faster and the effect of clues was greater.
4, the attention response of children with autism spectrum disorders was not significantly different from those in the control group, but from the way of information processing, they used a single clue processing way to deal with the complex information.
5, compared with arrows and finger cues, eye gaze cues have a greater impact on autistic spectrum disorder children in the face oriented co presentation.
6, the discrete visual attention processing mode affects the understanding and utilization of cues in children with autism spectrum disorders.
To sum up, although it is not completely consistent with most of the research results of high functional autistic individuals abroad, it is still possible to find that children with low function autism spectrum disorders in this study are better able to pay attention and use of eye gaze clues than we thought earlier, with eye gaze clues for autism spectrum disorders. It is reasonable to suspect that some of the previous studies may underestimate the initial visual processing ability of children with autism spectrum disorders and overstate the cognitive impairment of children with autism spectrum disorders. A comparative study of behavioral, psychological and neurophysiological aspects of children with autism spectrum disorders at the same age and different barriers, and more in-depth study of the visual attention characteristics of these children's eye gaze clues, provides an important basis for exploring their original potential and exploring and developing an effective intervention approach for this kind of children.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：R749.94

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