Macquarie University, NSW, 2109, Australia.
Res Dev Disabil. 2021 Aug;115:104000. doi: 10.1016/j.ridd.2021.104000. Epub 2021 May 31.
Understanding and therefore recalling spoken messages, including narratives, can be challenging for children with autism. While observing gesture can benefit narrative recall in typically developing children, whether observing gesture facilitates narrative recall in children with autism is unclear.
This paper examines whether observing iconic gestures affects narrative recall in children with a diagnosis of autism.
We first identified iconic gestures to be observed by participants in the main study. Once appropriate iconic gestures had been identified, children with autism watched one video narrative with iconic gestures and one without gestures. While watching the video narratives, children wore Tobii Pro Glasses-2 to track their eye-movements. After watching each narrative, children were asked questions about the narratives to assess recall.
Iconic gestures significantly benefitted narrative recall in children with autism beyond watching no gestures, and eye-tracking results suggested gestures helped children focus on the narrator.
Through identifying appropriate iconic gestures and producing them alongside a verbal narrative, gestures may successfully enhance learning in children with autism.
理解和回忆口语信息，包括叙事内容，对于自闭症儿童来说具有挑战性。虽然观察手势可以促进正常发育儿童的叙事回忆，但观察手势是否能促进自闭症儿童的叙事回忆尚不清楚。
本文研究了观察具象手势是否会影响自闭症儿童的叙事回忆。
我们首先确定了参与者在主要研究中要观察的具象手势。一旦确定了合适的具象手势，自闭症儿童观看了一个带有具象手势的视频叙事和一个没有手势的视频叙事。在观看视频叙事时，儿童佩戴 Tobii Pro Glasses-2 眼镜来跟踪他们的眼球运动。观看完每个叙事后，会向儿童提问有关叙事的问题以评估他们的回忆情况。
与观看无手势相比，具象手势显著促进了自闭症儿童的叙事回忆，眼动跟踪结果表明手势有助于儿童专注于讲述者。
通过识别合适的具象手势并在口头叙事中呈现这些手势，手势可能会成功地增强自闭症儿童的学习能力。
