Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task
Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task
复制标题
DOI：
10.1111/1469-7610.00671
复制
发表时间：
2000-10-01
影响因子：
7.6
通讯作者：
Klin, A
中科院分区：
文献类型：
--
作者：
Klin, A
自闭症和阿斯伯格综合症（AS）患者更有能力通过相对较高水平的心智理论（ToM）任务，但在自然环境中却没有表现出相应水平的社会适应能力。本文提出了一种社会认知程序——社会归因任务（SAT），它减少了被认为有助于ToM任务表现的因素，而不促进现实生活中的社会功能。60名参与者分别患有自闭症（N = 20）、AS （N = 20）、正常发育的青少年和正常智商的成年人（N = 20），他们被要求描述Heider和Simmel（1944）的无声卡通动画，其中几何形状扮演了一个社会情节。这些叙述是根据参与者将社会意义归因于几何漫画的能力进行编码的。SAT在社会认知的七个指标上提供可靠和量化的分数。结果显示两个临床组在所有指标上都有明显的缺陷。这些缺陷与语言智商或元语言技能水平无关。自闭症患者和阿斯伯格综合症患者只识别出故事中四分之一的社会因素，三分之一的归因与社会情节无关，他们很少使用相关的ToM术语。他们也无法从图形的动作中推断出基于心理的个性特征。当提供更多关于卡通性质的明确的口头信息时，AS患者的表现比自闭症患者稍好，但并不明显。
More able individuals with autism and Asperger syndrome (AS) have been shown to pass relatively high level theory of mind (ToM) tasks without displaying commensurate levels of social adaptation in naturalistic settings. This paper presents a social cognitive procedure-the Social Attribution Task (SAT)-that reduces factors thought to facilitate ToM task performance without facilitating real-life social functioning. Sixty participants with autism (N = 20), AS (N = 20), and normally developing adolescents and adults (N = 20) with normative IQs were asked to provide narratives describing Heider and Simmel's (1944) silent cartoon animation in which geometric shapes enact a social plot. These narratives were coded in terms of the participants' abilities to attribute social meaning to the geometric cartoon. The SAT provides reliable and quantified scores on seven indices of social cognition. Results revealed marked deficits in both clinical groups across all indices. These deficits were not related to verbal IQ or level of metalinguistic skills. Individuals with autism and AS identified about a quarter of the social elements in the story, a third of their attributions were irrelevant to the social plot, and they used pertinent ToM terms very infrequently. They were also unable to derive psychologically based personality features From the shapes' movements. When provided with more explicit verbal information on the nature of the cartoon, individuals with AS improved their performance slightly more than those with autism, but not significantly so.