Losh Molly, Capps Lisa
Department of Psychology, University of California at Berkeley, 3210 Tolman Hall, #1650, Berkeley, California 94720-1650, USA.
J Autism Dev Disord. 2003 Jun;33(3):239-51. doi: 10.1023/a:1024446215446.
This study examines the narrative abilities of 28 high-functioning children with autism or Asperger's Syndrome and 22 typically developing children across two different discourse contexts. As compared with the typically developing children, the high-functioning group performed relatively well in the storybook context but exhibited difficulty imbuing their narratives of personal experience with the more sophisticated characteristics typically employed by the comparison group. Furthermore, children with autism or Asperger's Syndrome demonstrated impairments inferring and building on the underlying causal relationships both within and across story episodes in both narrative contexts. Findings further revealed that the narrative abilities of children with autism or Asperger's Syndrome were associated with performance on measures of emotional understanding, but not theory of mind or verbal IQ. Findings are discussed in relation to the social and emotional underpinnings of narrative discourse.
本研究考察了28名患有自闭症或阿斯伯格综合征的高功能儿童以及22名发育正常的儿童在两种不同话语情境下的叙事能力。与发育正常的儿童相比，高功能组在故事书情境中表现相对较好，但在为自己关于个人经历的叙事赋予对照组通常使用的更复杂特征时存在困难。此外，患有自闭症或阿斯伯格综合征的儿童在两种叙事情境中，无论是在故事片段内还是跨故事片段，推断和构建潜在因果关系时都表现出障碍。研究结果进一步表明，患有自闭症或阿斯伯格综合征的儿童的叙事能力与情绪理解测量指标的表现相关，但与心理理论或语言智商无关。研究结果将结合叙事话语的社会和情感基础进行讨论。
