孤独症谱系障碍儿童感知运动同步的影响因素
文献类型：学位论文
| 作者 | 张琳琳 |
| 答辩日期 | 2021-12 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李晶 |
| 关键词 | 孤独症谱系障碍 感知运动同步 时间加工 多感觉整合 社会刺激 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Influencing Factors of Sensorimotor Synchronization in Children with Autism Spectrum Disorder |
| 中文摘要 | Autism Spectrum Disorder (ASD) is a developmental disability, characterized by social impairments, repetitive behaviors and restricted interest. Synchronization is an important mechanism in the coordination of social interaction, which has an important impact on people's social communication and interpersonal relationships. A large number of studies have shown that children with autism have greater variability in sensorimotor synchronization, and the level of spontaneous synchronization in the process of interpersonal motor synchronization is low. These will affect their relationship with their peers and caregivers, and may adversely affect the development of their future social cognition. However, there are relatively few studies on sensorimotor synchronization in children with autism, and the influencing factors and the cognitive factors behind their synchronization performance are still unclear. Therefore, this study focused on the sensorimotor synchronization of children with autism, and explored three factors that affect the synchronization performance of children with autism.Experiment 1 used tapping as the experimental paradigm to explore the effect of the length of the sound stimulation time interval on the sensorimotor synchronization in children with autism. We selected 21 autistic children aged 5-8 years and 21 typically developing children to explore the influence of the inter-stimulus interval on the performance of autistic children. Experiment 2 added visual stimuli on the basis of Experiment 1, to explore the influence of multi-sensory integration on sensorimotor synchronization of children with autism, and compared the performance of children with autism under two conditions of single channel and audio-visual double channels. On the basis of the first two experiments, Experiment 3 added social stimulus cues to explore the influence of social stimulus and non-social stimulus on the synchronization performance of children with autism.The main results of this paper: (1) Under the condition of short inter-stimuli interval, the synchronization performance of autistic children is equivalent to typically developing children; a long inter-stimuli interval will induce more unstable sensorimotor synchronization, and the synchronization performance of autistic children under all metrics is significant worse than typically developing children. (2) Multi-sensory integration can promote the performance of two groups. Among them, child with ASD have a certain ability to integrate low-level audiovisual stimulus, but they still have integration defects compared with typically developing children. (3) Compared with social stimulation, non-social stimulation has a greater effect on the performance of the two groups of children. This may be because the anthropomorphic robot NAO can stimulate the intrinsic motivation of the two groups.These results indicate that three factors, inter-stimuli interval, multi-sensory integration, and (non-)social stimulation, affect the synchronization performance of children with autism. The longer the inter-stimuli interval, the more difficult the synchronization of children with ASD; multi-sensory integration can promote the synchronization of children with ASD; compared with social stimulation, non-social stimulation has a greater role in promoting the synchronization performance of autistic children. This result is of great help for us to understand the cognitive factors of sensorimotor synchronization in children with autism, and it is also of great significance for future intervention training. |
| 英文摘要 | 孤独症谱系障碍(Autism Spectrum Disorder, ASD)是一组发展性神经发育障 碍，核心特征为社交困难和沟通障碍、重复刻板行为和限制性兴趣。同步是社会互动协调中的一种重要机制，对人们的社交沟通和人际关系产生重要影响。大量研究表明，孤独症儿童感知运动同步的变异性较大，且在人际运动同步过程中自发同步的水平较低。这会影响到他们与同伴和照顾者的关系，可能对他们未来社会认知的发展产生不利影响。但是目前孤独症儿童感知运动同步的相关研究还比较少，对其同步表现的影响因素和背后的认知过程还不清楚。因此，本研究以孤独症儿童的感知运动同步为主题，探究了影响孤独症儿童同步表现的三大因素。实验1以同步按键敲击为实验范式探究了声音刺激时间间隔的长短对孤独症儿童感知运动同步的影响。选取了21名5-8岁的孤独症儿童和21名年龄性别匹配的正常儿童，探讨时间间隔的长短对孤独症儿童运动同步的影响。实验2在实验1的基础上增加了视觉刺激，探究多感觉统合对孤独症儿童运动同步的影响，比较了单通道和视听双通道两种条件下孤独症儿童的同步表现。在前两个实验的基础上，实验3增加了社会性刺激线索，探究了社会性刺激和非社会性刺激和对孤独症儿童运动同步的影响。研究结果表明：（1）短的声音刺激条件下，孤独症儿童的同步表现和正常儿童相当；长的时间间隔会诱发更不稳定的运动同步，孤独症儿童各个衡量指标下的同步表现都显著差于正常儿童。这说明节奏刺激的时间间隔会影响孤独症儿童的感知运动同步，时间间隔越长，孤独症儿童的同步越困难。（2）多感觉整合对孤独症儿童和正常儿童的运动同步都有促进作用。其中，孤独症儿童对低水平的的视听刺激有一定的整合能力，但和正常儿童相比仍存在整合缺陷。（3）相较于社会性刺激，非社会性刺激对两组儿童同步表现的促进作用更大。这可能给是因为实验操作条件中拟人化的机器人NAO更能激发两组儿童的内在动机。本研究发现时间间隔、多感觉整合、（非）社会性刺激三种因素影响孤独症儿童的同步表现。时间间隔越长孤独症儿童的同步越困难；多感觉整合对孤独症儿童的同步有促进作用；相较于社会性刺激，非社会性刺激对孤独症儿童的同步表现促进作用更大。该结果对我们更好的理解孤独症儿童的感知运动同步的认知过程有重要帮助，对未来的干预训练也有重要意义。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45229]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 张琳琳. 孤独症谱系障碍儿童感知运动同步的影响因素[D]. 中国科学院心理研究所. 中国科学院大学. 2021. |
入库方式： OAI收割
来源：心理研究所
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