Research for understanding of mind in children with developmental disorders

我们研究了患有发育障碍的儿童对心理的理解。我们基于Baron-Cohen等人（1985）和Happe（1994）的研究开发了一项理解任务，并对正常发育的儿童和患有发育障碍的儿童执行了该任务。在一个错误信念任务中，孩子们听了一个故事（错误信念），并被要求预测一个角色的行为。在心智理解的高级任务中，孩子们听了几个故事（隐喻、谎言、善意的谎言、笑话和愤世嫉俗者），并问一个角色的演讲是真的还是假的，他/她为什么这样说。大多数发育正常的儿童和大多数发育障碍的儿童都成功地预测了角色的行为，并判断出角色的言语是真的还是假的。典型发育的儿童指的是角色的心理状态或意图。相反，患有高功能广泛性发育障碍的儿童不能正确地提及角色的精神状态或意图。另一方面，我们研究了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，这个孩子参加了戏剧课。在一部戏剧中，他被训练要注意别人的目光。他开始在戏剧中主动注意别人的目光，并主动支持他的伴侣。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。他开始积极而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有所增加。我们和他一起执行一些错误信念的任务。他开始完成其中一项任务。

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.