Ke Yuguo, Zhou Xiaozhen
School of Foreign Languages, University of Taizhou, Taizhou, China.
Int J Dev Disabil. 2023 Nov 30;70(3):536-548. doi: 10.1080/20473869.2023.2269325. eCollection 2024.
Previous studies have explored cognitive disabilities experienced by autistic children between the ages of 2 and 5 who attend special schools. However, there is still debate regarding the onset, scope, and causes of these problems, particularly when considering incarnate biases that may arise from affective notions. Early affective issues could potentially be a key factor contributing to observing such biases in picture captions. In this study, we employed an affective approach-simultaneous observation and questionnaire-to investigate how incarnate biases impact picture caption activities. Specifically, we looked at the performances of autistic children across four grades: PreK, K1, K2, and K3. We found that autistic children across all grades demonstrated instances of incarnation-biased interpretations in picture captions, although K3 performed better than the other grades. Furthermore, their incarnate biases tended to be negative rather than positive in affection, depending on the level of activity involved. Ultimately, the sources of these incarnate biases may stem from three spheres: school, society, and family. Thus, it is essential to consider these factors when designing educational programs for children with autism. It highlights the potential dangers associated with negative biases in picture captions. Unlike previous studies that focused on identifying discrepancies in picture caption, our research suggests that over time, as we take into account the onset of incarnate biases from the three affective spheres discussed in this study, picture caption may improve among autistic children as their incarnate biases decrease.
以往的研究探讨了就读于特殊学校的2至5岁自闭症儿童所经历的认知障碍。然而，对于这些问题的发病时间、范围和成因仍存在争议，尤其是考虑到可能源于情感观念的固有偏见时。早期的情感问题可能是导致在图片描述中观察到此类偏见的一个关键因素。在本研究中，我们采用了一种情感方法——同步观察和问卷调查——来调查固有偏见如何影响图片描述活动。具体而言，我们观察了四个年级的自闭症儿童的表现：学前班、一年级、二年级和三年级。我们发现，所有年级的自闭症儿童在图片描述中都表现出了固有偏见的解释实例，尽管三年级的表现优于其他年级。此外，根据所涉及活动的程度，他们的固有偏见在情感上倾向于消极而非积极。最终，这些固有偏见的来源可能源于三个方面：学校、社会和家庭。因此，在为自闭症儿童设计教育项目时考虑这些因素至关重要。它凸显了图片描述中负面偏见所带来的潜在危险。与以往专注于识别图片描述差异的研究不同，我们的研究表明，随着时间的推移，当我们考虑到本研究中所讨论的来自三个情感领域的固有偏见的产生时，随着自闭症儿童固有偏见的减少，他们的图片描述能力可能会提高。
