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
收稿日期: 2022-08-24
网络出版日期: 2023-01-17
基金资助
国家自然科学基金面上项目（32271095）
版权
Self-Other Source Memory Monitoring Impairment in Children with Autism: The Role of Allocation of Study Time
Received date: 2022-08-24
Online published: 2023-01-17
Copyright
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。
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 . DOI: 10.12139/j.1672-0628.2022.06.008
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.
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