Narrative ability in high-functioning children with autism or Asperger's syndrome
Narrative ability in high-functioning children with autism or Asperger's syndrome
复制标题
DOI：
10.1023/a:1024446215446
复制
发表时间：
2003-06-01
影响因子：
3.9
通讯作者：
Capps, L
中科院分区：
文献类型：
--
作者：
Losh, M;Capps, L
本研究考察了28名患有自闭症或阿斯伯格综合症的高功能儿童和22名典型儿童在两种不同的话语语境中的叙事能力。与一般发育的儿童相比，高功能组在故事书环境中的表现相对较好，但在将他们的个人经历描述与对照组通常采用的更复杂的特征进行灌输方面存在困难。此外，患有自闭症或阿斯伯格综合症的儿童在两种叙事背景下的故事情节内和故事情节之间都表现出推断和建立潜在因果关系的障碍。研究结果进一步表明，患有自闭症或阿斯伯格综合症的儿童的叙事能力与情绪理解能力的表现有关，但与心理理论或言语智商无关。研究结果与叙事话语的社会和情感基础有关。
This study examines the narrative abilities of 28 high-functioning children with autism or Asperger's Syndrome and 22 typically developing children across two different discourse contexts. As compared with the typically developing children, the high-functioning group performed relatively well in the storybook context but exhibited difficulty imbuing their narratives of personal experience with the more sophisticated characteristics typically employed by the comparison group. Furthermore, children with autism or Asperger's Syndrome demonstrated impairments inferring and building on the underlying causal relationships both within and across story episodes in both narrative contexts. Findings further revealed that the narrative abilities of children with autism or Asperger's Syndrome were associated with performance on measures of emotional understanding, but not theory of mind or verbal IQ. Findings are discussed in relation to the social and emotional underpinnings of narrative discourse.