A Study on the Central Mechanisms in the Verbal Learning Process of Autistic Children and its Application to Remedial Education.

1.本文研究了正常儿童和孤独症儿童在睁眼条件下完成言语和视觉空间任务时脑电功率谱的反应频率成分。在言语和视觉空间认知任务中，<alpha>顶叶区在10- 11 Hz频段产生最大衰减。在<alpha>枕骨区，任务条件下的这种衰减被忽略了。言语任务和视觉空间任务的偏侧化指数在各频段的差异也在顶叶区的10- 11 Hz频段最大，而在枕叶区没有一致的差异。这些结果表明，脑电功率谱中最敏感的频率成分可能被限制在10- 11 Hz频带附近.为探讨孤独症儿童言语学习过程中大脑半球的加工特点，本研究<alpha>在完成言语任务和完成设计任务时，检测了任务相关的脑电不对称性和行为偏侧化。虽然<alpha>在两种任务中都能观察到脑电衰减，但自闭症儿童任务相关<alpha>不对称性的变化并不明显。行为分析显示孤独症儿童有左侧优先的倾向。这些结果表明，孤独症儿童存在大脑半球偏侧化的缺陷，而不是选择性地损害左半球.本研究采用汉字与假名的视觉教学法，探讨自闭症儿童获得适当语言技能的能力。结果表明，无论是在语义上还是在语音上，他们都能很容易地习得汉字词。用假名词进行视觉语言训练也有助于他们对口语的听觉辨别，提高言语的准确性。

1. The responsive frequency component of EEG power spectrum was examined in normal and autistic children during verbal and visuo-spatial tasks with eyes open. In both of verbal and visuo-spatial cognitive tasks, <alpha> -attenuation was produced maximally at 10-11Hz band at parietal areas. Such an <alpha> -attenuation by task conditions was missed at occipital areas. The difference of laterality index between verbal and visuo-spatial tasks for each frequency band was found to be maximal also at 10-11Hz band at parietal areas, whereas no consistent differences were found at occipital areas. These results suggest that the most responsive frequency component of EEG power spectrum may be restricted at around 10-11Hz band.2. To investigate the hemispheric processing during verbal learning of autistic children, the task-related EEG <alpha> -asymmetry and behavioral laterality were examined during word completion tasks (verbal tasks) and design completion tasks (nonverbal tasks). Though EEG <alpha> -attenuation was seen during both tasks, the shift of task-related <alpha> - asymmetry was not clear in autistic children. The analysis of behavior revealed that autistic children had tendency of left side precedence. These findings suggest that autistic children have some deffects in hemispheric lateralization rather than a selective impairment of the left hemisphere.3. We employed a visual teaching method with kanji and kana to investigate the ability of autistic children for attaining propriate language skills. It was confirmed that they could aquire kanji words easily both in meaning and sound. The visual language training with kana words also appeard to aid their auditory discrimination of spoken language, and to improve their speech precision.