Kasari C, Sigman M D, Baumgartner P, Stipek D J
Graduate School of Education, University of California, Los Angeles 90024.
J Child Psychol Psychiatry. 1993 Mar;34(3):353-62. doi: 10.1111/j.1469-7610.1993.tb00997.x.
The goal of this study was to compare expressions of pride and mastery in samples of preschool autistic, mentally retarded and normal children. A paradigm was used in which children completed developmentally appropriate puzzles, both with and without praise. Results indicated that compared to the other children, as many autistic children smiled upon completion of the task, but many fewer looked up to share their pleasure with the parent or experimenter or drew attention to the task. Moreover, significantly more autistic children showed avoidant responses, particularly in response to praise. These findings are discussed in terms of theoretical issues regarding the development of pride and mastery in children with significant social deficiencies.
本研究的目的是比较自闭症学龄前儿童、智力迟钝学龄前儿童和正常学龄前儿童样本中自豪和掌握感的表现。采用了一种范式，让儿童在有表扬和无表扬的情况下完成适合其发育阶段的拼图。结果表明，与其他儿童相比，同样多的自闭症儿童在完成任务时微笑，但抬头与父母或实验者分享喜悦或引起他人对任务的注意的自闭症儿童则少得多。此外，明显更多的自闭症儿童表现出回避反应，尤其是对表扬的反应。将根据有关存在严重社会缺陷儿童自豪和掌握感发展的理论问题来讨论这些发现。
