Rucińska Zuzanna, Fondelli Thomas, Gallagher Shaun
Centre for Philosophical Psychology, University of Antwerp, Rodestraat 14, 2000 Antwerp, Belgium.
Interactie Academie, van Schoonbekestraat 33, 2018 Antwerp, Belgium.
Healthcare (Basel). 2021 Feb 13;9(2):200. doi: 10.3390/healthcare9020200.
This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes suggestions for interactive interventions to further enhance imaginative skills and metaphor understanding in children with ASD.
本文探讨了在研究自闭症谱系障碍（ASD）儿童的想象技能背景下，理解想象和隐喻的不同框架。与标准语言框架不同，它提出了一种关于想象和隐喻的具身化和生成性解释。本文描述了一个来自与一名ASD儿童进行的系统治疗过程的案例研究，该治疗过程运用了隐喻。文章最后概述了从具身化-生成性视角得出的关于ASD儿童想象技能的一些理论见解，并提出了互动干预的建议，以进一步提高ASD儿童的想象技能和隐喻理解能力。
