孤独症儿童与典型发展儿童内隐学习物品情景线索的比较研究

doi:10.16187/j.cnki.issn1001-4918.2025.06.01

摘要/Abstract

摘要： 采用情景线索任务范式结合彩色的物品图片,通过两个实验探究孤独症儿童与典型发展儿童对空间线索和特征线索的内隐学习差异,结果发现:(1)只呈现特征线索条件下,孤独症儿童和典型发展儿童都能内隐习得特征线索;(2)同时呈现特征线索和空间线索条件下,两组儿童均内隐习得了两种情景线索;(3)两个实验任务中,孤独症儿童需要更多的时间内隐习得线索规律。研究结果表明,孤独症儿童具有内隐学习生活场景中物品之间嵌入的关联性的能力,为使用物品制定干预训练提供参考。

关键词: 孤独症谱系障碍, 儿童, 内隐学习, 空间线索, 特征线索

Abstract: Using the contextual cueing task paradigm combined with colorful object pictures, two experiments were conducted to explore the differences in implicit learning of spatial cues and identity cues between children with autism spectrum disorder (ASD)and typically developing (TD) children. The results found that under the condition of only presenting identity cues, children with autism and TD children can implicitly learn identity cues. Both groups of children implicitly learned two types of contextual cueing when identity cues and spatial cues were presented simultaneously. In the two experiments, autistic children require more time for implicit learning. These results shown that autistic children have the ability to implicitly learn the correlations embedded between items in life scenes, providing evidence for formulating intervention plan.

Key words: autism spectrum disorder, children, implicit learning, spatial cues, identity cues

中图分类号:

B844

谢宇, 贺荟中, 王磊, 戴惟熙. 孤独症儿童与典型发展儿童内隐学习物品情景线索的比较研究[J]. 心理发展与教育, 2025, 41(6): 761-769.

XIE Yu, HE Huizhong, WANG Lei, DAI Weixi. A Comparative Study on Implicit Learning of Objects’ Contextual Cueing between Children with Autism Spectrum Disorder and Typically Developing Children[J]. Psychological Development and Education, 2025, 41(6): 761-769.

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