Paz Míguez María José, Sineiro García Clotilde
Facultad de Psicología, Universidad de Santiago de Compostela, Spain.
Psicothema. 2006 Feb;18(1):9-17.
Methodologically and theoretically based on metarrepresentational deficit hypothesis, we design an intervention to teach the mental state of pretense to an autistic boy. The production and comprehension of symbolic play by means of the use of two specific strategies founded on pictorial analogy of the mental representation and process, was the focus of the learning. The efficiency and efectiveness of the program is reflected in the results that indicated the subject's competence to generate and comprehend the pretense as well as to generalize the acquired knowledge into other areas of mentalistic functioning. We discuss the possibility to develop a metarrepresentational knowledge based on the internalizing of the strategies of conceptual support.
基于元表征缺陷假说，从方法和理论上出发，我们设计了一项干预措施，向一名自闭症男孩教授假装的心理状态。通过运用基于心理表征和过程的图像类比的两种特定策略来进行象征性游戏的产生和理解，是学习的重点。该项目的效率和有效性体现在结果中，这些结果表明该受试者有能力产生和理解假装行为，并将所学知识推广到心理功能的其他领域。我们讨论了基于概念支持策略的内化来发展元表征知识的可能性。
