孤独症儿童自我−他人来源记忆监测损伤：学习时间分配的作用

doi:10.12139/j.1672-0628.2022.06.008

摘要/Abstract

摘要：

通过采用物品命名的来源记忆范式，结合眼动追踪技术，考察ASD儿童自我−他人来源记忆监测的特点及学习时间分配的作用。结果发现：（1）ASD儿童自我来源记忆监测准确性显著高于他人来源记忆监测，但自我和他人来源记忆监测准确性均显著低于TD儿童。（2）ASD儿童的自我−他人来源记忆学习时间显著少于TD儿童。（3）学习时间分配的动态过程中，ASD儿童和TD儿童的自我来源记忆的学习时间均长于他人来源记忆的时间。研究表明，ASD儿童自我−他人来源记忆监测准确性存在损伤，表现为高估，其认知机制可能是ASD儿童对自我和他人来源记忆材料的学习时间分配均少于TD儿童。

关键词: 元记忆监测, 信心判断, 学习时间分配, 孤独症, 眼动追踪

Abstract:

This study attempted to investigate the characteristics of self-other source memory monitoring and the role of study time allocation in children with autism by using an object-naming source memory task and the eye tracking technique. The results showed that: 1) The accuracy of self-sourced memory monitoring was significantly higher than that of other source memory monitoring in children with autism, but the accuracy of self-sourced and other-sourced memory monitoring was significantly lower than that of normal children. 2) The study time of self-sourced memory in autistic children was significantly shorter than that in normal children. 3) During the dynamic allocation of study time, the study time of self-sourced memory was longer than that of other-sourced memory in children with autism and normal children. These findings suggest that the accuracy of self-sourced memory monitoring in children with autism is compromised, as manifested by overestimation. The cognitive mechanism may be that children with autism allocate less study time to self-sourced and other-sourced memory than normal children.

Key words: metamemory monitoring, confidence judgment, allocation of study time, autism, eye tracking

中图分类号:

B844

金雪莲, 姜英杰. 孤独症儿童自我−他人来源记忆监测损伤：学习时间分配的作用[J]. 心理与行为研究, 2022, 20(6): 768-774.

Xuelian JIN, Yingjie JIANG. Self-Other Source Memory Monitoring Impairment in Children with Autism: The Role of Allocation of Study Time[J]. Studies of Psychology and Behavior, 2022, 20(6): 768-774.

图/表 5

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	相对准确性		绝对准确性
	ASD儿童组（n=17）	TD儿童组（n=20）	ASD儿童组（n=17）	TD儿童组（n=20）
自我−他人来源记忆信心判断	0.48±0.38	0.89±0.19	0.23±0.17	0.04±0.04
自我来源记忆信心判断	0.64±0.48	0.93±0.16	0.17±0.04	0.03±0.05
他人来源记忆信心判断	0.28±0.57	0.86±0.26	0.29±0.05	0.07±0.04

	相对准确性		绝对准确性
	ASD儿童组（n=17）	TD儿童组（n=20）	ASD儿童组（n=17）	TD儿童组（n=20）
自我−他人来源记忆信心判断	0.48±0.38	0.89±0.19	0.23±0.17	0.04±0.04
自我来源记忆信心判断	0.64±0.48	0.93±0.16	0.17±0.04	0.03±0.05
他人来源记忆信心判断	0.28±0.57	0.86±0.26	0.29±0.05	0.07±0.04

眼动指标	ASD儿童组（n=17）		TD儿童组（n=20）
眼动指标	自我来源记忆	他人来源记忆	自我来源记忆	他人来源记忆
平均注视时间（s）	0.31±0.16	0.28±0.13	0.43±0.18	0.37±0.10
总注视时间（s）	1.68±0.72	1.14±0.51	2.34±0.53	1.35±0.28
注视次数（次）	6.02±1.82	4.47±1.56	6.28±1.80	4.18±1.08

眼动指标	ASD儿童组（n=17）		TD儿童组（n=20）
眼动指标	自我来源记忆	他人来源记忆	自我来源记忆	他人来源记忆
平均注视时间（s）	0.31±0.16	0.28±0.13	0.43±0.18	0.37±0.10
总注视时间（s）	1.68±0.72	1.14±0.51	2.34±0.53	1.35±0.28
注视次数（次）	6.02±1.82	4.47±1.56	6.28±1.80	4.18±1.08

时间段	ASD儿童组（n=17）		TD儿童组（n=20）
时间段	自我来源记忆	他人来源记忆	自我来源记忆	他人来源记忆
1 s	0.31±0.10	0.28±0.11	0.42±0.10	0.29±0.08
2 s	0.32±0.11	0.30±0.11	0.43±0.12	0.30±0.09
3 s	0.37±0.25	0.19±0.22	0.53±0.16	0.27±0.12
4 s	0.34±0.19	0.20±0.14	0.51±0.16	0.25±0.11
5 s	0.34±0.21	0.16±0.12	0.46±0.19	0.25±0.12