Engberg-Pedersen Elisabeth, Christensen Rikke Vang
University of Copenhagen,Denmark.
J Child Lang. 2017 Sep;44(5):1192-1217. doi: 10.1017/S0305000916000507. Epub 2016 Nov 2.
This study focuses on the relationship between content elements and mental-state language in narratives from twenty-seven children with autism (ASD), twelve children with language impairment (LI), and thirty typically developing children (TD). The groups did not differ on chronological age (10;6-14;0) and non-verbal cognitive skills, and the groups with ASD and TD did not differ on language measures. The children with ASD and LI had fewer content elements of the storyline than the TD children. Compared with the TD children, the children with ASD used fewer subordinate clauses about the characters' thoughts, and preferred talking about mental states as reported speech, especially in the form of direct speech. The children with LI did not differ from the TD children on these measures. The results are discussed in the context of difficulties with socio-cognition in children with ASD and of language difficulties in children with LI.
本研究聚焦于27名自闭症谱系障碍（ASD）儿童、12名语言障碍（LI）儿童和30名发育正常儿童（TD）叙述中的内容元素与心理状态语言之间的关系。这些组在实际年龄（10岁6个月至14岁）和非言语认知技能方面没有差异，ASD组和TD组在语言测量方面也没有差异。与TD儿童相比，ASD儿童和LI儿童故事线的内容元素较少。与TD儿童相比，ASD儿童使用的关于人物思想的从句较少，且更喜欢以间接引语的形式谈论心理状态，尤其是直接引语的形式。LI儿童在这些测量指标上与TD儿童没有差异。研究结果将在ASD儿童社会认知困难和LI儿童语言困难的背景下进行讨论。
