Department of Psychology, National University of Singapore, 7 Arts Link, #04-05, Block AS5, Singapore, 117570, Singapore.
Department of Otolaryngology, National University of Singapore, MD 3, Level 2, 16 Medical Drive, Singapore, 117600, Singapore.
J Autism Dev Disord. 2018 Dec;48(12):4138-4154. doi: 10.1007/s10803-018-3659-x.
Children with autism spectrum disorders (ASD) show deficits in reporting others' emotions (Lartseva et al. in Front Hum Neurosci 8:991, 2015) and in deriving meaning in social contexts (Klin et al. in Handbook of autism and pervasive developmental disorders, Wiley, Hoboken, 2005). However, researchers often use stimuli that conflate salient emotional and social information. Using a matched-pairs design, the impact of emotional and social information on emotional language in pre-school and school-age children, with and without ASD, was assessed with a picture description task comprising rated stimuli from the Pictures with Social Contexts and Emotional Scenes database (Teh et al. in Behav Res Methods, https://doi.org/10.3758/s13428-017-0947-x , 2017). Results showed both groups with ASD produced fewer emotional terms than typically developing children, but the effects were moderated by valence, social engagement, and age. Implications for theory and clinical practice are discussed.
自闭症谱系障碍（ASD）儿童在报告他人情绪（Lartseva 等人，2015 年，《Front Hum Neurosci》第 8 卷，991 页）和在社会情境中理解意义（Klin 等人，2005 年，《自闭症与广泛发育障碍手册》，Wiley，Hoboken）方面存在缺陷。然而，研究人员经常使用混合了显著情绪和社会信息的刺激。本研究采用配对设计，使用包含来自社会情境和情绪场景图片库（Teh 等人，2017 年，《行为研究方法》，https://doi.org/10.3758/s13428-017-0947-x）中评定刺激的图片描述任务，评估了具有和不具有 ASD 的学龄前和学龄儿童的情绪语言受到情绪和社会信息的影响。结果表明，两组 ASD 儿童比正常发育儿童产生的情绪词汇更少，但这种影响受到效价、社会参与度和年龄的调节。讨论了对理论和临床实践的启示。
