School of Psychology, College of Life and Environmental Sciences, University of Birmingham, Edgbaston, Birmingham, West Midlands, B15 2TT, UK.
Department of Psychology and Kinney Center, Saint Joseph's University, Philadelphia, PA, USA.
J Autism Dev Disord. 2018 Sep;48(9):2912-2924. doi: 10.1007/s10803-018-3551-8.
Individuals with ASD seem to construct categories via processes different to typically developing individuals. We examined whether individuals with ASD engage in structural alignment of exemplars when constructing categories. We taught children with ASD and typically developing children novel nouns for either single or multiple exemplars, and then examined their extensions of the learned nouns to objects that were either a perceptual or conceptual match to the original exemplar(s). Results indicated that, unlike typically developing participants, those with ASD gained no benefit from seeing multiple exemplars of the category and, thus, did not appear to engage in structural alignment in their formation of categories. However, they demonstrated superior performance compared to typically developing children when presented with a single exemplar.
自闭症谱系障碍个体似乎通过与典型发育个体不同的过程来构建类别。我们研究了自闭症谱系障碍个体在构建类别时是否会进行范例的结构对齐。我们教自闭症谱系障碍儿童和典型发育儿童学习单一或多个范例的新名词，然后观察他们将所学名词扩展到与原始范例在感知或概念上匹配的物体。结果表明，与典型发育参与者不同，自闭症谱系障碍个体从看到多个类别范例中没有获益，因此他们在类别形成中似乎没有进行结构对齐。然而，当呈现单个范例时，他们的表现优于典型发育儿童。
