一般發展幼兒及輕度泛自閉症幼兒心智理論與母親心智言談

陳香如; 張鑑如

doi:10.6172/BSE.201411.3903001

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社会科学 > 教育学

DOI： 10.6172/BSE

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一般发展幼儿及轻度泛自闭症幼儿心智理论与母亲心智言谈

Maternal Talk on Mental States and the Theory of Mind in Typically Developing Children and Children with Autism Spectrum Disorders

陈香如(Hsiang-Ru Chen) ；张监如(Chien-Ju Chang)

特殊教育研究学刊； 39 卷 3 期 (2014 / 11 / 30) ， P1 - 27

繁体中文 DOI： 10.6172/BSE.201411.3903001

中文；心智理论；幼儿；泛自闭症；亲子共读； Mandarin Chinese ； theory of mind ； children ； autism spectrum disorders ； joint book reading

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摘要 │ 参考文献 (73) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

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Purpose: This study investigated the (1) theory of mind in typically developing children and in children with autism spectrum disorders, (2) mental state discourse in mother-child conversation during joint book reading, and (3) relationship between the theory-of-mind understanding of children and mothers' talk on mental states. Methods: Forty Mandarin Chinese-speaking children aged 4 to 6 years and their mothers living in Taipei, Taiwan participated in this study. Among the children, 20 were diagnosed with autism spectrum disorders (ASD), 10 children with high-functioning autism and 10 children with Asperger syndrome, and 20 were typically developing children. To control the language abilities of the two groups of children, each child was first administered the Peabody Picture Vocabulary Test-Revisited (PPVT-R; Lu & Liu, 1994). No significant difference was observed in the PPVT-R scores between the two groups. The two groups of children were then tested on seven tasks from various aspects of theory-of-mind understanding: diverse desire, diverse belief, knowledge access, content false belief, explicit false belief, belief-emotion, and real-apparent emotion (Wellman & Liu, 2004). The children were also asked to read a storybook entitled The Younger Rat Plays Hide and Seek with their mothers. The mother-child conversations during joint book reading were tape-recorded, transcribed, and coded into seven categories of mental state discourse: simple cognition, cognition clarification, simple affect, affect clarification, simple perception/attention, perception/attention clarification, and false belief ending (Slaughter, Peterson, & Mackintosh, 2007). The unit of coding was utterance. A coder separately coded 8 of 40 randomly selected transcripts. Cohen's kappa statistic was used to test the interrater reliability of coding. The result of the interrater agreements for coding was 94%. Results/Findings: Three main results were obtained in this study: (1) The ASD children scored significantly lower on the theory-of-mind test compared with the typically developing children. (2) The raw frequencies and percentages of the mental state talk produced by mothers who had ASD children were significantly lower than those by mothers whose children were typically developing. (3) Significant correlations between the performance of children on the theory-of-mind test and maternal mental state talk in both groups were observed. For the typically developing children, simply describing mental states and emotional feelings without explaining the causes of those mental states and feelings in maternal utterances was not related to the performance of the children on the theory-of-mind test. Instead, elaborations on the causes or sources of mental states and emotional feelings were significantly correlated with the theory-of-mind understanding of the children. By contrast, for the ASD children, significantly positive correlations were observed between all types of mental state talk produced by their mothers and the performance of the children in the theory-of-mind tasks. Conclusions/Implications: This study investigated the relationships between the theory-of-mind understanding of children and their mothers' talk on mental states during joint book reading. The results of this study can provide educational and clinical suggestions for parents and teachers of children with ASD and typically developing children.

参考文献 ( 73 ) 〈TOP〉

周育如、张监如(2008)。亲子共读对幼儿叙说故事主角心智状态的影响效果。教育心理学报，40(2)，261-282。
连结：
周育如、黄乃毓(2010)。亲子共读情绪言谈与幼儿情绪理解能力之关系检视。教育科学研究期刊，55(3)，33-60。
连结：
林敏宜、简淑真(2010)。亲子共读中幼儿母亲的心智言谈分析。人类发展与家庭学报，12，78-103。
连结：
曹峰铭、蔡佩君、王家恩、吕信慧(2012)。高功能自闭症学龄儿童的心智理论与口语叙说。中华心理学刊，54(3)，365-383。
连结：
陈冠杏、张正芬(2005)。国小低年级高功能自闭症学生口语叙事能力之研究。特殊教育与复建学报，13，209-235。
连结：

被引用文献 ( 3 ) 〈TOP〉

陈必卿(2019)。亲子共读研究在认知与语文取向分析的回顾与展望。慈济大学人文社会科学学刊，23，36-63。
锺志从,梁进龙,崔新玲,吴和堂(2023)。家庭环境影响幼儿语言发展因果关系之研究。教育心理学报，55(1)，1-24。
(2024)。韵律线索对轻度自闭症和一般儿童理解非字面语言之讽刺意涵的影响。教育心理学报，55(3)，431-457。

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