Department of Special Education, Faculty of Education, University of Haifa, Haifa, Israel.
J Intellect Disabil Res. 2019 Jun;63(6):564-575. doi: 10.1111/jir.12598. Epub 2019 Feb 12.
Systematicity principle, used during analogical reasoning, enables building up deeper abstract concepts as part of structure mapping. The purpose of this study was to investigate structure mapping processes that occur during acquisition of new relational categories and to identify the learning patterns and systematicity of children with autism spectrum disorder (ASD) compared with intellectual and developmental disabilities (IDD) and typical development (TD). Comparison effect and level of familiarity were used to investigate structural mapping processes.
Three groups of 24 children participated in the study. Using a computer program, participants were asked to select a perceptual or relational choice based on one or two standards using illustrations depicting new relational categories in various spatial configurations. Known, partially known and unknown illustrations were used in depicting three levels of familiarity.
All three groups selected perceptual choices when one standard was available (no comparison). However, when two standards were available, enabling a comparison, children with IDD and TD increased their tendency for selecting abstract relational categories, while children with ASD did not change their preference and continued selecting perceptual choices. Level of familiarity increased selection of relational choices among children with TD and IDD but not among children with ASD.
Systematicity principle was evident mostly in the selection of relational choices by children with TD and IDD when the illustrations were known or partially known. Hence, even when an opportunity to compare and to use previously known information was available, structure mapping processes and systematicity were implemented to align information among children TD and IDD but failed to assist the learning of new relational categories among children with ASD.
系统原则在类比推理中被使用，能够构建更深层次的抽象概念，作为结构映射的一部分。本研究旨在探讨在获得新的关系类别时发生的结构映射过程，并确定自闭症谱系障碍（ASD）儿童与智力和发育障碍（IDD）以及典型发育（TD）儿童相比的学习模式和系统性。比较效应和熟悉程度用于研究结构映射过程。
三组 24 名儿童参与了研究。使用计算机程序，要求参与者根据一个或两个标准，通过描绘各种空间配置的新关系类别的插图，选择感知或关系选择。使用熟悉程度的已知、部分已知和未知插图来描绘三个层次。
当只有一个标准（没有比较）时，所有三组儿童都选择了感知选择。然而，当有两个标准可供选择，从而能够进行比较时，IDD 和 TD 儿童增加了选择抽象关系类别的倾向，而 ASD 儿童则没有改变他们的偏好，继续选择感知选择。在 TD 和 IDD 儿童中，熟悉程度的提高增加了对关系选择的选择，但在 ASD 儿童中则没有。
系统原则在 TD 和 IDD 儿童对熟悉或部分熟悉的插图进行关系选择时表现得最为明显。因此，即使有机会进行比较并利用以前已知的信息，结构映射过程和系统性也会被用于在 TD 和 IDD 儿童中对齐信息，但无法帮助 ASD 儿童学习新的关系类别。
