孤独症患者与孤独特质群体的社会认知功能研究初探
文献类型：学位论文
| 作者 | 乐贝林 |
| 答辩日期 | 2024-06 |
| 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 | 陈楚侨 |
| 关键词 | 孤独症 孤独特质 认知共情 情感共情 认知心理理论 情感心理理论 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | Social cognition in individuals with autism and autistic traits |
| 中文摘要 | Autism is a severe developmental disorder with its main symptoms including impairments in social communication, repetitive stereotyped behaviour and verbal ability. It is a congenital psychiatric disorder that mostly occurs in early childhood and lasts throughout life, with social cognitive deficits being the core impairment. Social cognition is a complex process, mainly refers to the cognition and judgments of other people's expression, intentions, psychological state, and reasons for behaviour. In particular, theory of mind and empathy are two central core components of social cognition. For social cognition research on autism spectrum disorder, previous studies are mostly limited to unitary construct of theory of mind and empathy, without involving their affective and cognitive dimensions. In addition, there is a lack of awareness of the variability of deficits presented by two different age groups, children and adults. There is also a lack of research examining the social cognitive performances in children with autism and those with high levels of autistic traits. The present dissertation aimed to examine affective and cognitive domains of theory of mind and empathy in children and adults with high levels of autistic traits and children with autism. Study 1 examined the affective and cognitive domains of theory of mind and empathy in individuals with high levels of autistic traits. We recruited 84 college students with high levels of autistic traits (Mean age 21.73 years; Standard deviation: 3.65) and 78 with low levels of autistic traits (Mean age 21.29 years; Standard deviation: 2.38) to complete a set of self-reported checklists and performance-based tasks capturing affective and cognitive domains of theory of mind and empathy. Results found that adults with high levels of autistic traits performed significantly poorer than adults with low levels of autistic traits on cognitive theory of mind, affective theory of mind and cognitive empathy, and showed no significant difference on affective empathy. Study 2 examined the affective and cognitive domains of theory of mind and empathy in children with high and low levels of autistic traits. We recruited 43 children with high levels of autistic traits (Mean age 10.60 years; Standard deviation: 1.47) and 43 children with low levels of autistic traits (Mean age 10.65 years; Standard deviation: 0.65) to complete the same checklists and tasks as in Study 1. Results found that children with high levels of autistic traits performed significantly poorer than the low levels of autistic traits on both cognitive and affective domains of empathy but not theory of mind. Study 3 examined the affective and cognitive domains of theory of mind and empathy in children with autism. We recruited 20 children with autism (Mean age 10.50 years; Standard deviation: 1.44) and 25 healthy controls (Mean age 10.68 years; Standard deviation: 0.56) to complete the same checklists and tasks as in Study 1. Results showed that children with autism performed significantly poorer than healthy controls in affective and cognitive domains of theory of mind and empathy. Taken together, the present dissertation suggested that adults with high autistic traits exhibited poorer performances in cognitive theory of mind, cognitive empathy and affective theory of mind compared to adults with low autistic traits, and children with high autistic traits showed poorer performances in cognitive and affective domains of empathy compared to children with low autistic traits. Regarding children with autism, they performed significantly poorer than healthy controls in both cognitive and affective domains of theory of mind and empathy. These findings deepen our understanding of theory of mind and empathy in individuals with autism spectrum disorders including clinical and subclinical samples. |
| 英文摘要 | 孤独症，又称自闭症，是一种严重的神经发育障碍，其主要症状为社会交流 障碍、重复刻板行为和语言能力缺陷障碍。孤独症大多起病于儿童早期，持续终身，其中社会认知障碍是其核心损伤。社会认知是一个复杂的过程，主要是指对他人性格、表情、意向、心理状态、行为原因等的认知与推理的过程。目前，心理理论和共情是学界较为关注的两个社会认知领域。 对于孤独症谱系障碍群体的社会认知研究，前人研究在考察心理理论和共情时多采用单一维度，而目前普遍认为心理理论和共情均包含情感和认知维度。此外，儿童和成年两个不同年龄段的群体，其社会认知的异常是否存在差异还不清楚。另外，也缺乏研究深入考察孤独特质群体和临床群体之间的社会认知的异常情况。因此，本论文通过三个研究，更加全面的考察儿童和成年孤独特质群体、以及孤独临床群体的社会认知表现情况。 研究一考察成年期孤独特质群体的心理理论和共情能力在认知和情感维度上的异常情况。共招募 84 名高孤独特质成年（平均年龄 21.73岁；标准差：3.65）和78 名低孤独特质成年（平均年龄 21.29 岁；标准差：2.38）参与本研究，并完成一系列自我报告的量表和基于表现的任务，以研究心理理论和共情的情感和 认知维度。结果发现，高孤独特质成年在认知心理理论，情感心理理论和认知共情上均显著低于低孤独特质成年的表现，而在情感共情上无显著差异。 研究二考察儿童期孤独特质群体的心理理论和共情能力在认知和情感维度上的异常情况。共招募 43 名高孤独特质的儿童个体（平均年龄 10.60 岁；标准 差：1.47）和 43 名低孤独特质的儿童个体（平均年龄 10.65 岁；标准差：0.65）参与本研究，并完成了和研究一相同的任务。结果发现，高孤独特质儿童群体在认知共情和情感共情上均显著低于低孤独特质儿童群体的表现，而在认知心理理论和情感心理理论上没有显著差异。 研究三考察儿童孤独症患者和低孤独特质的儿童对照组之间在心理理论和共情能力的认知和情感维度上的缺损情况。共招募20名儿童孤独症患者（平均 年龄 10.50 岁；标准差：1.44）和 25 名低孤独特质的儿童对照（平均年龄 10.68 岁；标准差：0.56）参与本研究并完成了和研究一相同的任务。结果发现，儿童孤独症患者在认知共情、情感共情、认知心理理论、情感心理理论上均显著低于对照组的表现。 综上，本研究从心理理论和共情的认知和情感维度视角出发，揭示了成年孤独特质群体在认知心理理论、认知共情、情感心理理论表现偏低，儿童孤独特质群体在认知共情和情感共情表现偏低，而儿童孤独症患者则在认知共情、情感共情、认知心理理论、情感心理理论上均表现偏低。本研究加深了我们对孤独症谱系群体在社会认知障碍方面的理解，具有理论和临床意义。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48236]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 乐贝林. 孤独症患者与孤独特质群体的社会认知功能研究初探[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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