Dahlgren Svenolof, Sandberg Annika Dahlgren
Stockholm County Council & University of Gothenburg, Sweden.
Autism. 2008 Jul;12(4):335-48. doi: 10.1177/1362361308091648.
Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task.
对患有自闭症谱系障碍（ASD）的儿童进行了指称性交流研究，其中包括自闭症儿童和阿斯伯格综合征儿童。目的是研究在这种情况下对儿童交流问题的其他解释。研究的因素包括心理理论、智商、语言能力和记忆力。主要结果表明，与语言智商和心理年龄相匹配的正常发育儿童相比，自闭症谱系障碍儿童的表现有所下降，这反映了他们在日常生活中的表现。在自闭症谱系障碍儿童中，指称性交流表现与心理理论之间存在正相关。记忆能力也被证明在任务成功中发挥作用。
