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Research for understanding of mind in children with developmental disorders

了解发育障碍儿童的心理研究

基本信息

批准号：
14510149
负责人：
HANAKUMA Satoru
金额：
$ 2.69万
依托单位：
Ehime University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510149/
关键词：
understanding of mind theory of mind developmental disorders autism high functioning pervasive developmental disorders learning disabilities 自閉性障害広汎性発達障害

项目摘要

We researched understanding of mind in children with developmental disorders. We developed an understanding task based on Baron-Cohen, et al. (1985) and Happe (1994), and executed it to typically developed children and children with developmental disorders. In a false belief task, children heard a story (false belief) and were asked to predict behavior of a character. In advanced task of understanding of mind, children heard several stories (metaphor, lie, white lie, joke, and cynics), and asked which a character's speech was true or not, why he/she said so. Most of typically developed children and most of children with developmental disorders succeeded to predict behavior of the character and to judge which the character's speech was true or not. Typically developed children referred to the character's mental states or intention. Contrarily, children with high functioning pervasive developmental disorders did not correctly refer to the character's mental states or intention.On the other hand, we researched the development of social behaviors and understanding of mind in a child with autistic disorder. In a special education school, the child joined drama lessons. In one drama, he was trained to pay an attention to other's gaze. He became to pay attention voluntarily to other's gaze in drama, and to support voluntarily his partner. In the other drama lesson, he was trained to express emotion with facial expression, gestures, and so on. He became to play drama actively and expressively. In daily life, his voluntary social behaviors and prosocial behaviors were increased. We execute some false belief tasks with him. He became to succeed one of the tasks.

我们研究了患有发育障碍的儿童对心智的理解。我们根据Baron-Cohen，et al.（1985）和Happe（1994）的理论设计了一个理解任务，并对典型发育儿童和发育障碍儿童进行了测试。在错误信念任务中，孩子们听到一个故事（错误信念），并被要求预测一个角色的行为。在理解心智的高级任务中，儿童听了几个故事（隐喻、谎言、白色谎言、笑话和愤世嫉俗者），并询问哪个角色的讲话是真的还是假的，为什么他/她这样说。大多数发育正常儿童和大多数发育障碍儿童成功地预测了角色的行为，并判断了角色的讲话是真的还是假的。典型的发展儿童指的是人物的心理状态或意图。首先，高功能广泛性发展障碍儿童不能正确地指称人物的心理状态或意图。另一方面，我们研究了一名自闭症儿童的社会行为和心理理解的发展。在一所特殊教育学校，孩子参加了戏剧课。在一部戏剧中，他被训练去注意别人的目光。在戏剧中，他开始自觉地关注他人的目光，自觉地支持自己的伴侣。在另一节戏剧课上，他被训练用面部表情、手势等来表达情感，他开始积极地、富有表现力地表演戏剧。在日常生活中，他的自愿社会行为和亲社会行为增加。我们和他一起执行一些错误的信念任务。他成了接替其中一项任务的人。