On developing self-concepts: A controlled study of children and adolescents with autism
On developing self-concepts: A controlled study of children and adolescents with autism
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DOI：
10.1111/1469-7610.00417
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发表时间：
1998-11-01
影响因子：
7.6
通讯作者：
Hobson, RP
中科院分区：
文献类型：
--
作者：
Lee, A;Hobson, RP
这项研究采用达蒙和哈特（Damon and Hart，1988）的自我理解访谈来评估两组儿童和青少年的自我概念：一组患有自闭症的个体和一组年龄和语言能力相匹配的非自闭症智障个体。基于关于社会和心理自我概念的人际起源的假设（Hobson，1990；Neisser，1988），预测患有自闭症的参与者在谈论自己时会表现出相对缺乏这些概念。根据我们的预测，属于自我概念社会范畴的陈述的数量和质量存在显着的群体差异；然而，与我们的预测相反，属于心理类别的陈述数量没有群体差异。此外，尽管在有关身体、活动或心理自我属性的口头表达概念的整体产生方面不存在显着的群体差异，但即使在这些类别中，自闭症患者也很少提及社会互动或品质。这些结果的讨论涉及典型发育者以及自闭症和弱智个体的自我概念发展理论，并参考自闭症患者的人际理解（“心理理论”）的局限性。
This study employed the self-understanding interview of Damon and Hart (1988) to assess the self-concepts of two groups of children and adolescents: a group of individuals with autism and a group of nonautistic mentally retarded individuals who were matched for age and for verbal ability. On the basis of an hypothesis concerning the interpersonal origins of social and psychological self-concepts (Hobson, 1990; Neisser, 1988), it was predicted that the participants with autism would show a relative dearth of such concepts in their talk about themselves. In accordance with our predictions, there was a significant group difference in the number and quality of statements that fell into the social category of self-concept; contrary to our predictions, however, there was no group difference in the number of statements that fell into the psychological category. In addition, although there were not significant group differences in the overall production of verbally expressed concepts concerning self-attributes of a physical, active, or psychological kind, even within these categories individuals with autism made fewer references to social interactions or qualities. These results are discussed with regard to theories of self-concept development in typically developing as well as autistic and mentally retarded individuals, and with reference to the limitations of interpersonal understanding ("theory of mind") in people with autism.