Golan Ofer, Baron-Cohen Simon
Autism Research Centre, University of Cambridge, Department of Psychiatry, Cambridge, UK.
Dev Psychopathol. 2006 Spring;18(2):591-617. doi: 10.1017/S0954579406060305.
This study evaluated Mind Reading, an interactive systematic guide to emotions, for its effectiveness in teaching adults with Asperger syndrome (AS) and high-functioning autism (HFA) to recognize complex emotions in faces and voices. Experiment 1 tested a group of adults diagnosed with AS/HFA (n = 19) who used the software at home for 10-15 weeks. Participants were tested on recognition of faces and voices at three different levels of generalization. A matched control group of adults with AS/HFA (n = 22) were assessed without any intervention. In addition, a third group of general population controls (n = 24) was tested. Experiment 2 repeated the design of Experiment 1 with a group of adults with AS/HFA who used the software at home and met in a group with a tutor on a weekly basis. They were matched to a control group of adults with AS/HFA attending social skills training and to a general population control group (n = 13 for all three groups). In both experiments the intervention group improved significantly more than the control group on close, but not distant, generalization tasks. Verbal IQ had significant effects in Experiment 2. Using Mind Reading for a relatively short period of time allows users to learn to recognize a variety of complex emotions and mental states. However, additional methods are required to enhance generalization.
本研究评估了一款名为“读心术”的交互式情绪系统指南，该指南旨在教授患有阿斯伯格综合征（AS）和高功能自闭症（HFA）的成年人识别面部和声音中的复杂情绪，检验其有效性。实验1对一组被诊断为AS/HFA的成年人（n = 19）进行了测试，他们在家中使用该软件10至15周。参与者在三种不同泛化水平下接受面部和声音识别测试。另一组匹配的AS/HFA成年对照组（n = 22）未接受任何干预就进行了评估。此外，还测试了第三组普通人群对照组（n = 24）。实验2重复了实验1的设计，一组患有AS/HFA的成年人在家中使用该软件，并每周与一名导师进行小组会面。他们与参加社交技能培训的AS/HFA成年对照组以及普通人群对照组（三组人数均为13）进行匹配。在两个实验中，干预组在接近但非远距离泛化任务上的改善均显著超过对照组。言语智商在实验2中有显著影响。在相对较短的时间内使用“读心术”能让用户学会识别各种复杂情绪和心理状态。然而，还需要其他方法来增强泛化能力。
