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语言缺陷,尤其是语义一语用障碍,是自闭症谱系障碍(Autism Spectrum Disor-ders)的核心问题之一.本文在回顾和分析自闭症谱系障碍语义加工的认知特点及其神经心理机制的基础上,认为自闭症谱系障碍中有语言能力的个体既有简单语义理解能力,同时又存在复杂语义的理解缺陷.并针对自闭症谱系障碍的"能力"和"缺陷"并存的语言认知特点,复杂信息加工缺陷模式、中央统合理论以及脑神经联结异常假设,从认知神经心理学的角度进行了科学的解释和说明. 相似文献
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《赣南师范学院学报》2020,(4):112-118
自闭症谱系障碍(Autism Spectrum Disorder,ASD)个体在面孔识别过程中,会对眼睛区域产生注意回避,这可能与其杏仁核的过度激活、皮层下通路的损害、小脑形态的异常有关。ASD个体能够识别熟悉面孔,但是,其存在一种处理熟悉面孔的独特网络,调节梭状回的系统可能存在缺陷,使得对熟悉面孔的识别较普通个体低。ASD个体对威胁性自然刺激产生注意困难,可能与其前额叶皮层的功能连接异常有关;对威胁性社交刺激特别是愤怒的情绪面孔,会产生注意警觉和注意回避,而其中高焦虑的ASD个体却不会像焦虑障碍者一样对威胁性的社交性刺激产生注意困难,ASD个体焦虑背后的神经机制与其注意偏向没有显著的关系。 相似文献
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《华东师范大学学报(教育科学版)》2013,(2):49-55
自闭症谱系障碍儿童的显著特征之一是社会认知能力薄弱。原因在于,他们在接受和处理来自他人的情绪刺激以及识别他人面部特征时,相关的皮质活动处于弱激活状态或异常区域激活。通过对处在神经可塑敏感期的自闭症谱系障碍学前儿童进行有效的教育干预,可促进其"社会脑"的发展,而这必须有机整合专家系统、技术系统和数据系统。 相似文献
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自闭症谱系障碍中最为常见的临床症状是社会交往和交流障碍。已有研究发现,颞上沟在言语加工、生物运动和心理理论中发挥着重要作用,而自闭症者在这几方面都存在不同程度的缺陷。本文综合已有关于自闭症者颞上沟的结构异常和功能缺陷的研究,试图梳理出颞上沟在自闭症者的言语加工、生物运动和心理理论缺损中可能产生的作用机制。 相似文献
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自闭症谱系儿童语言干预中的"视觉支持"策略 总被引:1,自引:0,他引:1
自闭症谱系障碍儿童的语言理解和运用在很大程度上可能涉及到视觉能力的参与."视觉支持"是根据这一认知加工特点而设计的干预策略.从种类上说,视觉支持工具包括视觉流程表、信息分享栏、组织图等.这些视觉工具既能够单独使用,又能够整合到相关的教育干预方案(如图片兑换沟通系统、结构化教学、社会故事方案)之中.视觉支持策略能够有效提高自闭症谱系障碍的社会交往能力和语言能力,是一种值得提倡和推广的语言干预策略. 相似文献
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在普通儿童语言发展的早期阶段就具有将新异词语与所指事物进行“快速映射”的词语习得能力,但有明显语言发展障碍的自闭症谱系障碍儿童是否也存在这种“快速映射”能力呢?本文回顾并评析过去15年间国外关于自闭症谱系障碍儿童在基本映射条件下、社会性映射条件下和非社会性映射条件下词语习得能力的相关研究,发现自闭症谱系障碍儿童不能像普通儿童一样灵活自如地运用各种线索、技能或策略来学习词语. 相似文献
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自闭症谱系障碍(ASD)是一种以社会交往障碍为主要特征的神经发育障碍,ASD的社会交往障碍与社会动机的缺乏有关,主要表现为社会奖赏加工缺陷。已有的神经影像学、脑电成分和神经化学成分的研究从神经机制上揭示了ASD个体的社会奖赏加工存在缺陷,并且该缺陷发生在奖赏预期阶段,但其非社会奖赏加工能力和奖赏加工阶段是否也存在缺陷没有获得一致的结论。研究者未来可结合fNIRS和其它神经科学技术进行多模态研究,进一步探究ASD个体的奖赏加工缺陷是否特定于社会刺激,并探究其奖赏加工缺陷发生的阶段,以期对ASD个体的社会动机展开更为全面和深入的研究。 相似文献
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Maltreated children usually show a specific pattern of emotional and behavioral symptoms that exceed those relating to posttraumatic stress disorder (PTSD). These symptoms have been defined as Complex PTSD (CPTSD). The underlying attentional mechanisms of abnormal emotional processing and their relation to the clinical presentation of CPTSD are not well understood. A visual dot-probe paradigm involving pre-attentive (i.e., 500 ms) and attentive (i.e., 1500 ms) presentation rates of neutral versus emotional (i.e., angry, happy or sad) facial expressions was applied. Twenty-one maltreated CPTSD children were compared with twenty-six controls. The results are as follows: an attention bias away from threatening faces and an attentional bias towards sad faces were observed in maltreated CPTSD children during pre-attentive and attentive processing. Whereas the attentional bias away from angry faces was associated with social problems, the attentional bias towards sad faces was associated with depressive and withdrawn symptoms. Therefore, CPTSD children develop maladaptive negative cognitive styles, which may underlie not only social problems (by a cognitive avoidance of threatening stimuli) but also depressive symptoms (by a cognitive approach to sad stimuli). Attention processing abnormalities should be considered as therapeutic targets for new treatment approaches in this population. 相似文献
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Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
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This paper describes an approach to intervention that aims to foster the skill of young children with autistic spectrum disorder to share social attention and action to promote socially meaningful communication. It applies principles derived from research into pre‐linguistic development. The efficacy of the approach was evaluated through both a formal research project and within a clinical setting of a Portage scheme with groups of three to five year olds with a severe delay in their ability to communicate/autistic spectrum disorder. Outcome measures showed significantly accelerated levels of participation in social games and associated development of communication skills. 相似文献
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Craig Goodall 《Support for Learning》2015,30(4):305-326
Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)‐friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD‐friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD‐specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity‐first language is preferred by a large proportion of the autism community; therefore the term ‘autistic child’, rather than ‘child with autism’, is adopted throughout. 相似文献
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本实验比较了12位自闭症谱系儿童和12位年龄及非语言智商匹配的聋童、12位年龄及语言智商匹配的智力障碍儿童手势模仿能力.研究发现:(1)自闭症谱系儿童手部模仿能力明显落后于聋童,略高于智力障碍儿童;(2)身体部位定向的困难可能是自闭症谱系儿童无意义手势模仿的主要障碍;(3)运用自我一他人投射理论可以有效地解释自闭症谱系儿童的模仿缺陷和特异性的错误类型. 相似文献
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Faces Do Not Capture Special Attention in Children With Autism Spectrum Disorder: A Change Blindness Study 总被引:1,自引:0,他引:1
Yukiko Kikuchi Atsushi Senju Yoshikuni Tojo Hiroo Osanai Toshikazu Hasegawa 《Child development》2009,80(5):1421-1433
Two experiments investigated attention of children with autism spectrum disorder (ASD) to faces and objects. In both experiments, children (7- to 15-year-olds) detected the difference between 2 visual scenes. Results in Experiment 1 revealed that typically developing children ( n = 16) detected the change in faces faster than in objects, whereas children with ASD ( n = 16) were equally fast in detecting changes in faces and objects. These results were replicated in Experiment 2 ( n = 16 in children with ASD and 22 in typically developing children), which does not require face recognition skill. Results suggest that children with ASD lack an attentional bias toward others' faces, which could contribute to their atypical social orienting. 相似文献
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Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum disorder in a residential specialist school setting to reflect on their curricular experience and share what would have helped them and prepared them better for relationships. Sue Hatton and Angie Tector have used their research findings to develop materials to support a personalised approach to Sexuality and Relationship Education suitable for both classroom and residential settings. They have also tried to ensure that staff who are responsible for delivering the curriculum are given adequate training. Recommendations from their study have now been incorporated into the training offered across the West Midlands to teaching and support staff in mainstream and educational settings. 相似文献
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自闭谱系障碍通常被描述为一种起病于3岁之前,以明显的社会交往障碍、言语沟通异常以及刻板的兴趣、奇特的行为方式为特征的谱系障碍。尽早发现、评估、干预,才能最大程度地开发这类儿童的潜能。英国目前已经拥有较为完善的法律保障体系,以保障自闭谱系障碍儿童的权利及其家庭的参与权利。"不只是语言""早起的鸟"等早期家庭干预模式均重视家长的参与,旨在形成由专业人员指导、家长执行并合作解决问题的干预体系,促进自闭谱系障碍儿童发展。英国的经验值得借鉴。 相似文献