Kasari C, Freeman S, Mundy P, Sigman M D
Graduate School of Education, UCLA 90095, USA.
Am J Ment Retard. 1995 Sep;100(2):128-36.
We examined attention regulation of children in two different situations designed to elicit triadic interactions (i.e., between self, other, and object). Thirty-five children with Down syndrome and 23 children with typical development were observed in a semi-structured adult-child interaction designed to elicit coordinated joint attention and an ambiguous situation in which a moving robot prompted an emotional response from the adults in order to elicit social referencing looks from the child. Children with Down syndrome engaged in significantly fewer social referencing looks. Group differences were not found for coordinated joint attention looks, suggesting that the difficulty for children with Down syndrome is in cognitive appraisal abilities.
我们在两种旨在引发三元互动（即自我、他人和物体之间的互动）的不同情境中，对儿童的注意力调节进行了研究。我们观察了35名唐氏综合征患儿和23名发育正常的儿童，情境一是一个旨在引发协调共同注意力的半结构化成人-儿童互动，情境二是一个移动机器人引发成人情绪反应以促使儿童进行社会参照性注视的模糊情境。唐氏综合征患儿进行社会参照性注视的次数明显较少。在协调共同注意力注视方面未发现组间差异，这表明唐氏综合征患儿的困难在于认知评估能力。
