导航菜单
网站标志
商品搜索
商品搜索:
价格
购物车
购物车 0 件商品 | 查看购物车 | 我的订单 | 我的积分 | 会员中心
点评详情
发布于:2019-5-13 15:05:40  访问:3 次 回复:0 篇
版主管理 | 推荐 | 删除 | 删除并扣分
E two, with additional development within the preschool years [23, 24]. Without having an
Wellman and Liu [18] have created a set of tasks of escalating difficulty to measure ToM potential, but this has not been completely employed to assess autistic young children or to compare autistic and regular kids. The objective of this study was to study the Wellman‘s ToM scale in far more detail and to work with it to compare ToM capability in two groups of ASD and regular youngsters. In accordance with the results, a number of the ASD young children were in a position to pass the diverse want and explicit false-belief tasks. For the first need task, more than half of your ASD children managed to offer the best responses, and only a number of them had been profitable in explicit false-belief test. For several of the later tasks in particular on know-how access and real-apparent emotion, none of them could pass the tests. It is exciting to note that Peterson et al. [26], had comparable findings although, the ToM capacity among autistic young children in Peterson et al.‘s [26] sample was larger than this study. Nevertheless, their sample of autistic young children was bigger (N = 36) and older (mean and SD for age in months are 112 and 23, resp.). The result of this study showed that ASD young children had more difficulty passing the test as they have been receiving more complicated. Specially, on the scale of emotion, they could not seriously imagine a different person‘s feeling in unique circumstances, basically because they couldn‘t put themselves in their shoes. Even so, the overall final results suggest that ASD children‘s ToM capability just isn‘t entirely absent and perhaps it may develop steadily and gradually. Having said that, they had an general poor overall performance on ToM tasks suggesting that they have a deficit in their theory of mind capacity. The present study has succeeded in confirming and extending the conclusionsAppendices A. Diverse DesiresChildren see a image of a boy referred to as Amir and then a sheet of paper with a carrot along with a cookie drawn on it. "Here‘s Amir. It‘s snack time, so, Amir wants a snack to consume. Listed below are two different snacks a carrot and also a cookie. Which snack would you like most effective Would you like a carrot or maybe a cookie best" This is the own want question. In the event the youngster chooses the carrot "Well, that is a superb choice, but Amir truly likes cookies. He doesn‘t like carrots. What he likes very best are cookies." (Or, if the kid chooses the cookie, he or she is told Amir likes carrots.) Then the child is asked the target question "So, now it really is time for you to eat. Amir can only decide on one particular snack, just 1. Which snack will Amir opt for A carrot or perhaps a cookie" To become scored as correct or to pass this E a CPN once more (I utilised to have one) or possibly a activity, the child need to answer the target question opposite from their answer to the personal want query.E two, with further development in the preschool years [23, 24]. With out an intact ToM, kids with autism have difficulty working with mental states to predict and explain others‘ behavior.
共0篇回复 每页10篇 页次:1/1
共0篇回复 每页10篇 页次:1/1
我要回复
回复内容
验 证 码
看不清?更换一张
匿名发表 
当前位置
Copyright ? 2009-2010 All Rights Reserved. 广州琨轩商贸有限公司 版权所有 
服务时间:周一至周日 08:30 — 20:00  全国订购及服务热线: