孤独症儿童的假装理解

Understanding of Pretence in Children with Autism

选取匹配言语智力的孤独症儿童21名、智力迟滞儿童18名和典型发展儿童20名,考察他们对指向客体与指向自我及他人假装动作的理解,探讨假装理解的相关因素。要求儿童对实验者演示的3种动作(功能游戏、替代假装和想象假装)进行解释,并完成心理理论和抑制控制任务。结果表明,孤独症儿童对假装游戏的理解存在缺陷,儿童对指向自我的动作理解不能自发迁移至对指向他人的动作理解中,心理理论和抑制控制均能正向预测假装理解。

The present study, by surveying 21 children with autism, 18 children with intellectual disabilities, and 20 children with typical developments, aims to examine their understanding of object-directed actions, self- directed actions and others＇ pretend actions, and explore the factors thereof. The children are required to explain three types of actions （the functional play with appropriate preps, the substitutional pretend play with mismatched preps, and the imaginary pretend play without any props） demonstrated by the experimenters, and then complete the tasks involving the theory of the mind and inhibition control. The results show the following： the children with autism find difficulty in understanding the pretend play; their understanding of self-directed actions cannot be shifted to that of others-directed actions; the theory of the mind and inhibition control can beth be used to positively predict their understanding of pretend play.