THE ROLE OF AGE AND VERBAL-ABILITY IN THE THEORY OF MIND TASK-PERFORMANCE OF SUBJECTS WITH AUTISM
THE ROLE OF AGE AND VERBAL-ABILITY IN THE THEORY OF MIND TASK-PERFORMANCE OF SUBJECTS WITH AUTISM
复制标题
DOI：
10.2307/1131954
复制
发表时间：
1995-06-01
影响因子：
4.6
通讯作者：
HAPPE, FGE
中科院分区：
文献类型：
--
作者：
HAPPE, FGE
许多研究报告说，大多数自闭症儿童的心理理论任务失败。目前还不清楚为什么某些自闭症儿童通过这样的测试，以及这些科目可能有什么不同。本研究探讨了年龄和言语能力在心理理论任务绩效中的作用。数据来自70名自闭症患者，34名智障患者和70名正常年轻受试者，这些受试者先前曾接受过许多不同研究的测试。分析表明，自闭症儿童比其他受试者需要更高的语言心理年龄才能通过错误信念任务。虽然正常发育的儿童在4岁的语言智力年龄时有50%的概率通过这两项任务，但自闭症受试者需要两倍多的时间才能达到这一成功概率（在9-2岁的高级语言智力年龄）。可能的因果关系之间的语言能力和能力，代表精神状态进行了讨论。
A number of studies have reported that most children with autism fail theory of mind tasks. It is unclear why certain children with autism pass such tests and what might be different about these subjects. In the present study, the role of age and verbal ability in theory of mind task performance was explored. Data were pooled from 70 autistic, 34 mentally handicapped, and 70 normal young subjects, previously tested for a number of different studies. The analysis suggested that children with autism required far higher verbal mental age to pass false belief tasks than did other subjects. While normally developing children had a 50% probability of passing both tasks at the verbal mental age of 4 years, autistic subjects took more than twice as long to reach this probability of success (at the advanced verbal mental age of 9-2). Possible causal relations between verbal ability and the ability to represent mental states are discussed.