Abstract
自閉症兒童的行為問題，成為融合教育中課室管理的一大難題。要有效地幫助這些孩子融入主流教育，必須從瞭解他們的思想方法入手。本文探討自閉症兒童「心智理論」缺損的假設，並通過檢視自閉症兒童對簡單布偶故事測試的反應，及他們的語用異常特徵，尋找「心智理論」缺損的憑證。
Managing the behavior of pupils with autism in classroom emerges to be a challenge to the idea of integrative education. The argument that thoughts direct behavior seems compelling, and thus, understanding possible cognitive pattern of autism children may benefit our management of their behaviors. This article explores the premise of “Theory of mind” deficits in children with autism, with reference to their responses in the Sally-Anne false belief test as well as their impaired pragmatic language. Copyright © 2003 The Hong Kong Institute of Education.
Managing the behavior of pupils with autism in classroom emerges to be a challenge to the idea of integrative education. The argument that thoughts direct behavior seems compelling, and thus, understanding possible cognitive pattern of autism children may benefit our management of their behaviors. This article explores the premise of “Theory of mind” deficits in children with autism, with reference to their responses in the Sally-Anne false belief test as well as their impaired pragmatic language. Copyright © 2003 The Hong Kong Institute of Education.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 31-33 |
| Journal | 香港幼兒學報 |
| Volume | 2 |
| Issue number | 2 |
| Publication status | Published - Nov 2003 |
Citation
林茵(2003)：沒有驚喜的世界：自閉症兒童的思維模式探索，《香港幼兒學報》，2(2)，頁31-33。Keywords
- Alt. title: A world without surprise: Exploring the cognitive pattern of children with autism