CAJ | 학술논문

本文利用眼动追踪技术在基线、一致和矛盾3种实验条件下考察感知觉线索和社会性线索在自闭症谱系障碍儿童词语习得中的相对作用。行为数据结果表明，此类儿童在矛盾条件下选择枯燥物体作为新异词语的所指对象，这说明社会性线索较之于感知觉线索具有优势作用；而他们在基线和一致条件下选择有趣物体作为新异词语的所指对象，且一致条件的词语习得成绩优于基线条件，这说明社会性线索较之于感知觉线索具有促进作用。眼动数据结果表明，此类儿童在脸部注视模式和视线追随行为上与普通儿童存在差异。这说明，虽然社会性线索在此类儿童与普通儿童的词语习得中具有相同的相对作用，但他们获取社会性信息的方式与普通儿童存在差异。
본문이용안동추종기술재기선、일치화모순3충실험조건하고찰감지각선색화사회성선색재자폐증보계장애인동사어습득중적상대작용。행위수거결과표명，차류인동재모순조건하선택고조물체작위신이사어적소지대상，저설명사회성선색교지우감지각선색구유우세작용；이타문재기선화일치조건하선택유취물체작위신이사어적소지대상，차일치조건적사어습득성적우우기선조건，저설명사회성선색교지우감지각선색구유촉진작용。안동수거결과표명，차류인동재검부주시모식화시선추수행위상여보통인동존재차이。저설명，수연사회성선색재차류인동여보통인동적사어습득중구유상동적상대작용，단타문획취사회성신식적방식여보통인동존재차이。
Several previous studies consistently reported that children with Autistic Spectrum Disorder （ASD） had impairments in referential word learning when they are provided with only social eye gaze cues. More recent studies, however, suggested that children with ASD could use a speaker’s gaze direction to learn words when there were abundant additional perceptual cues enhancing the salience of the referent object. But their findings could not exclude the possibility that children in these studies just relied on perceptual cues to guide their word learning without noticing any social cues. In addition, it is also unknown that how ASD children in late childhood should respond when social cues conflict with perceptual cues. 〈br〉 In order to examine the relative roles of social cues on word learning task compared to perceptual cues, the study recorded the eye movements of 18 verbally able children with ASD （M ages = 134.83 months） and their typical developing peers matched on receptive language and non-verbal intelligence （M ages = 71.61 months） while these two groups were completing word learning tasks under the following conditions： when gaze cues were no provided （No Gaze condition）, when gaze cues were consistent with perceptual cues （Consistent Gaze condition）, and when gaze cues were inconsistent with perceptual cues （Inconsistent Gaze condition）. 〈br〉 We found that, like typically developing （TD） children, children with ASD would map the novel word to the interesting object in the No Gaze condition and in the Consistent Gaze condition and the performance in the Consistent Gaze condition was better than that in the No Gaze condition. We also found that the ASD children would overlook perceptual cues to follow the speaker’s attention focus to pick up the boring object in the Inconsistent Gaze condition. Eye movement data results showed that： 1） the correct rate of first gaze following （the first saccades from face to target objects/ the first saccades from face to target and non-target objects） and the frequency of gaze following （saccades from face to target objects） in ASD children were lower than TD children; 2） the proportion of duration on eye region （fixation to eye region/ fixation to face region） in ASD children was higher than TD children; 3）there were no differences between two groups in the proportion of fixation to interesting object （fixation to interesting objects/ fixation to interesting and boring objects） and the proportion of gaze following （saccades from face to target objects/ saccades from face to target and non-target objects）. 〈br〉 The results illustrated that although social cues facilitated word learning in autism in overlapping cues condition and children with ASD also weighted social cues more heavily than perceptual cues, the style of capturing social cues in ASD children were different from TD children. They could not flexibly distribute attention resource according to the change in social scene, captured social information with the analytic way of feature process, and lacked the sensitivity of social information and the understanding of social meaning of social information.