孤独症谱系障碍儿童语音情绪识别的障碍：韵律、语义还是整合困难?——基于三水平元分析的探究

doi:10.3724/SP.J.1042.2025.2083

摘要/Abstract

摘要： 日常社交的言语交流中同时包含着语义线索和韵律线索, 孤独症谱系儿童社交中判断说话者的情绪是基于韵律还是语义?对于这一问题的探索有利于了解障碍成因, 并为未来干预提供方向, 但目前悬而未解且争论激烈。由此, 本文对纳入的47项研究(包括93个效应量, 3142名被试)使用三水平元分析模型进行分析, 并对分类变量(如任务类型、语境文化、年龄段、对照组匹配类型、语音性别、情绪类型、谱系亚型)进行亚组分析, 对连续变量(发表年份、样本量和研究质量)进行元回归分析。结果发现, 孤独症谱系语音情绪识别表现存在显著缺陷(g = −0.71); 整合任务效应量最大(g = −0.90)、韵律任务次之(g = −0.61)、语义任务的效应量最小(g = −0.49); 语境文化(p = 0.023)、整合任务中材料类型(p < 0.001)可调节孤独症儿童语音情绪识别的表现, 且任务类型与语境文化、情绪类型、谱系亚型存在交互作用。研究支持了“弱中央统合理论”, 研究为理解孤独症社交障碍机制及制定针对性干预措施提供了实证依据。

关键词: 孤独症谱系障碍, 语音情绪识别, 语义线索, 韵律线索, 元分析

Abstract:

Vocal emotion recognition is a foundational component of effective social communication. However, children with Autism Spectrum Disorder (ASD) frequently experience difficulties in this domain. While prior research has demonstrated that individuals with ASD show impairments in processing emotional information conveyed through speech, there is little consensus on the precise source of this difficulty. Is the core deficit primarily located in prosodic processing, semantic comprehension, or in the integrative mechanisms required to reconcile multiple emotional cues? To address this critical question, the current study conducted a three-level meta-analysis encompassing 47 independent studies, yielding 93 effect sizes and a total sample of 3,142 participants. This meta-analytic framework allows for the modeling of nested data structures and provides a statistically rigorous estimation of overall deficits and their moderators across varied task designs, cultural contexts, and developmental stages.

The results revealed a significant overall deficit in the vocal emotion recognition performance of children with ASD compared to their typically developing peers (Hedges’ g=-0.71), reflecting a moderate to large effect size. Importantly, the magnitude of the deficit was systematically related to task type: the largest impairments occurred in integrative tasks requiring the simultaneous processing of semantic and prosodic cues (g=-0.90), followed by tasks emphasizing prosodic features alone (g=-0.61), and then by semantic-only tasks (g=-0.49). This pattern offers robust support for the Weak Central Coherence (WCC) theory, which posits that individuals with ASD exhibit a domain-general impairment in integrating multiple channels of information. Even tasks that appear unimodal on the surface—such as recognizing emotional tone or understanding emotional vocabulary—often entail the coordination of subtle subcomponents (e.g., combining pitch, intensity, and duration for prosody, or word meaning, syntax, and context for semantics), which can disproportionately tax integrative processing in ASD.

Further, a series of moderator analyses revealed key contextual and methodological factors shaping the extent of impairment. Cultural context was a significant moderator of performance differences (p=0.023). Children with ASD from high-context cultures (e.g., many East Asian cultures, where communication often relies on implicit tone and context) exhibited more pronounced deficits in emotional speech recognition (g=-1.03) than those from low-context cultures (e.g., North America or Western Europe, g=-0.60). This finding underscores the importance of considering the sociocultural environment in understanding emotional development in ASD and designing culturally sensitive interventions. Material type also emerged as a powerful moderator (p＜0.001). When semantic and prosodic cues were congruent, group differences between ASD and typically developing children were relatively small. However, when cues were conflicting or ambiguous, ASD children's performance deteriorated substantially. This suggests that the integrative challenge—especially in resolving conflicting information—may constitute the most critical barrier to successful emotion recognition in ASD. Contrary to the developmental delay hypothesis, age did not significantly moderate the observed deficits, suggesting that impairments in vocal emotion recognition are not simply a reflection of delayed maturation, but may instead represent a stable and persistent neurocognitive feature of ASD, thereby calling for intervention strategies that move beyond age-compensation frameworks.

In addition, we observed that the influence of task type interacted significantly with cultural context (p=0.035) and with emotion type (p=0.019). Specifically, children with ASD from high-context cultures demonstrated the greatest difficulties in vocal emotion recognition during integrated tasks, showing the largest performance gap compared to typically developing children when identifying mixed and complex emotions in such tasks. Further exploratory analyses revealed nuanced interactions between task type and diagnostic subtype (p=0.060). For instance, children with Asperger’s syndrome exhibited relatively better performance on semantic tasks, likely reflecting their preserved linguistic capabilities. However, this advantage did not extend to prosodic or integrative conditions, where performance was similarly impaired as in other subtypes. This pattern further supports the idea that superficial language proficiency in ASD may mask deeper deficits in emotional inference, particularly in contexts requiring multimodal integration.

This meta-analysis provided a nuanced understanding of vocal emotion recognition deficits in children with ASD. The findings demonstrated that the impairment is robust across contexts, highlighting that the greatest difficulty lies in integrating multiple communicative cues rather than in processing prosody or semantics alone. By identifying integrative processing as a critical weakness—and noting the unique patterns associated with cultural context and ASD subtypes—the study provides a foundation for developing targeted, evidence-based strategies to enhance social communicative functioning in children with ASD.

Key words: autism spectrum disorder, emotional speech recognition, semantics cues, prosodic cues, meta- analysis

中图分类号:

B842
R392

陈丽君, 靳悦鑫, 曾涵菡, 蒋销柳. (2025). 孤独症谱系障碍儿童语音情绪识别的障碍：韵律、语义还是整合困难?——基于三水平元分析的探究. 心理科学进展 , 33(12), 2083-2104.

CHEN Lijun, JIN Yuexin, ZENG Hanhan, JIANG Xiaoliu. (2025). Emotional speech recognition in children with autism spectrum disorder: A three-level meta-analysis of prosodic, semantic, and integrative deficits. Advances in Psychological Science, 33(12), 2083-2104.

图/表 11

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影响因素	类别	k	Q (df)	F (df1, df2)	Hedges' g	SE	95% CI	t	p
任务类型	整合	39	Q (88) = 393.35, p < 0.001	F(2, 88) = 4.34, p = 0.016	−0.90	0.12	[−1.13, −0.67]	−7.68	< 0.001
	语义	12			−0.49	0.17	[−0.83, −0.15]	−2.88	0.005
	韵律	40			−0.61	0.10	[−0.82, −0.41]	−5.33	< 0.001
	整合 vs. 语义	/			0.41	0.16	[0.09, 0.72]	2.58	0.012
	整合 vs. 韵律	/			0.28	0.14	[0.01, 0.56]	2.05	0.043
	语义 vs. 韵律	/			−0.13	0.18	[−0.48, 0.23]	−0.69	0.491
语境文化	低语境文化	56	Q (89) = 411.25, p < 0.001	F(1, 89) = 5.35, p = 0.023	−0.60	0.10	[−0.79, −0.40]	−6.12	< 0.001
语境文化	高语境文化	35	Q (89) = 411.25, p < 0.001	F(1, 89) = 5.35, p = 0.023	−1.03	0.16	[−1.35, −0.71]	−6.40	< 0.001
年龄段	幼儿	7	Q (58) = 218.54, p < 0.001	F(2, 58) = 2.56, p = 0.086	−0.54	0.26	[−1.05, −0.02]	−2.10	0.040
	儿童	49			−0.92	0.10	[−1.13, −0.72]	−9.03	< 0.001
	青少年	5			−0.41	0.29	[−0.98, 0.17]	−1.42	0.160
谱系亚型	AS	6	Q (79) = 285.01, p < 0.001	F(2, 79) = 2.19, p = 0.335	−0.44	0.26	[−0.95, 0.06]	−1.72	0.086
	HFA	28			−0.87	0.13	[−1.12, −0.61]	−6.72	< 0.001
	ASD	48			−0.75	0.11	[−0.97, −0.54]	−6.89	< 0.001
对照组匹配类型(匹配任一条件)	截距(未匹配任一条件)	/	Q (85) = 412.22, p < 0.001	F(5, 85) = 3.33 p = 0.649	−1.04	0.24	[−1.51, −0.57]	−4.32	< 0.001
	心理年龄	3			0.12	0.60	[−1.07, 1.30]	0.19	0.846
	生理年龄	57			0.21	0.23	[−0.25, 0.66]	0.88	0.381
	言语智商	49			0.24	0.24	[−0.22, 0.70]	1.03	0.304
	操作智商	30			−0.19	0.23	[−0.65, 0.27]	−0.80	0.422
	总智商	38			0.25	0.20	[−0.14, 0.63]	1.25	0.212
语音性别	都有	18	Q (54) = 295.90, p < 0.001	F(2, 54) = 1.38, p = 0.262	−0.80	0.18	[−1.16, −0.45]	−4.49	< 0.001
	男性	5			−0.21	0.33	[−0.86, 0.44]	−0.64	0.524
	女性	34			−0.56	0.18	[−0.92, −0.20]	−3.13	0.003
情绪类型	复杂情绪	38	Q (85) = 306.32, p < 0.001	F(2, 85) = 1.04, p = 0.359	−0.95	0.14	[−1.23, −0.67]	−6.79	< 0.001
	混合呈现	3			−0.81	0.38	[−1.56, −0.06]	−2.14	0.036
	基本情绪	47			−0.72	0.09	[−0.91, −0.54]	−7.91	< 0.001
任务类型×年龄段 ^a	整合−幼儿	5	Q (53) = 192.72, p < 0.001	F(5, 53) = 1.74, p = 0.141	−0.64	0.29	[−1.23, −0.05]
	整合−儿童	24			−1.12	0.14	[−1.41, −0.83]
	语义−幼儿	2			−0.50	0.41	[−1.32, 0.33]
任务类型×年龄段 ^a	语义−儿童	6	Q (53) = 192.72, p < 0.001	F(5, 53) = 1.74, p = 0.141	−0.67	0.24	[−1.16, −0.19]
	韵律−儿童	19			−0.80	0.14	[−1.08, −0.52]
	韵律−青少年	3			−0.63	0.35	[−1.34, 0.09]
任务类型×语境文化	整合−低	18	Q (85) = 352.26, p < 0.001	F(5, 85) = 2.52, p = 0.035	−0.79	0.15	[−1.09, −0.49]
	整合−高	21			−1.12	0.19	[−1.51, −0.74]
	语义−低	4			−0.32	0.27	[−0.87, 0.22]
	语义−高	8			−0.75	0.25	[−1.24, −0.26]
	韵律−低	34			−0.53	0.11	[−0.75, −0.30]
	韵律−高	6			−0.96	0.25	[−1.46, −0.47]
任务类型×情绪类型 ^b	整合−基本情绪	19	Q (80) = 281.17, p < 0.001	F(5, 80) = 2.90, p = 0.019	−0.72	0.13	[−0.98, −0.46]
	整合−复杂情绪	23			−1.16	0.15	[−1.47, −0.85]
	整合−混合呈现	2			−1.19	0.42	[−2.02, −0.35]
	语义−复杂情绪	10			−0.78	0.19	[−1.16, −0.39]
	韵律−基本情绪	27			−0.78	0.11	[−1.00, −0.55]
	韵律−复杂情绪	5			−0.43	0.26	[−0.94, 0.08]
任务类型×谱系亚型^c	AS−韵律	4	Q (73) = 262.93, p < 0.001	F(6, 73) = 2.13, p = 0.060	−0.57	0.30	[−1.16, 0.02]
	HFA−整合	10			−0.80	0.20	[−1.20, −0.40]
	HFA−语义	3			−0.73	0.32	[−1.36, −0.09]
	HFA−韵律	15			−0.93	0.17	[−1.27, −0.59]
	ASD−整合	25			−1.07	0.16	[−1.39, −0.76]
	ASD−语义	8			−0.63	0.22	[−1.06, −0.19]
	ASD−韵律	15			−0.53	0.15	[−0.82, −0.23]
语境文化×年龄段 ^d	低语境−儿童	24	Q (57) = 216.90, p < 0.001	F(3, 57) = 1.83, p = 0.152	−0.86	0.14	[−1.13, −0.59]
	低语境−青少年	5			−0.40	0.29	[−0.98, 0.18]
	高语境−幼儿	7			−0.63	0.27	[−1.17, −0.09]
	高语境−儿童	25			−1.02	0.16	[−1.34, −0.69]
整合任务的材料类型	依赖韵律表达情绪的材料	8	Q (34) = 55.72, p = 0.011	F(3, 34) = 9.25, p < 0.001	−0.78	0.15	[−1.09, −0.47]	−5.16	< 0.001
	综合韵律与语义线索材料	9			−1.16	0.15	[−1.46, −0.86]	−7.84	< 0.001
	韵律与语义一致材料	9			−0.22	0.13	[−0.48, 0.05]	−1.68	0.103
	韵律与语义冲突材料	12			−0.80	0.11	[−1.03, −0.58]	−7.19	< 0.001
整合任务的不同通道	听觉通道	24	Q (37) = 85.88, p < 0.001	F(1, 37) = 0.54, p = 0.469	−0.76	0.12	[−1.01, −0.52]	−6.30	< 0.001
整合任务的不同通道	跨通道(视听结合)	15	Q (37) = 85.88, p < 0.001	F(1, 37) = 0.54, p = 0.469	−0.90	0.13	[−1.17, −0.63]	−6.73	< 0.001
整合任务的材料类型×通道类型^e	听觉通道−韵律与语义冲突	12	Q (32) = 51.11, p = 0.017	F(4, 32) = 30.97, p < 0.001	−0.79	0.11	[−1.01, −0.57]
	听觉通道−韵律与语义一致	8			−0.15	0.14	[−0.42, 0.12]
	听觉通道−综合韵律与语义	4			−1.36	0.24	[−1.82, −0.89]
	跨通道−依赖韵律表达情绪	8			−0.78	0.15	[−1.08, −0.49]
	跨通道−综合韵律与语义	5			−1.03	0.19	[−1.40, −0.67]

影响因素	类别	k	Q (df)	F (df1, df2)	Hedges' g	SE	95% CI	t	p
任务类型	整合	39	Q (88) = 393.35, p < 0.001	F(2, 88) = 4.34, p = 0.016	−0.90	0.12	[−1.13, −0.67]	−7.68	< 0.001
	语义	12			−0.49	0.17	[−0.83, −0.15]	−2.88	0.005
	韵律	40			−0.61	0.10	[−0.82, −0.41]	−5.33	< 0.001
	整合 vs. 语义	/			0.41	0.16	[0.09, 0.72]	2.58	0.012
	整合 vs. 韵律	/			0.28	0.14	[0.01, 0.56]	2.05	0.043
	语义 vs. 韵律	/			−0.13	0.18	[−0.48, 0.23]	−0.69	0.491
语境文化	低语境文化	56	Q (89) = 411.25, p < 0.001	F(1, 89) = 5.35, p = 0.023	−0.60	0.10	[−0.79, −0.40]	−6.12	< 0.001
语境文化	高语境文化	35	Q (89) = 411.25, p < 0.001	F(1, 89) = 5.35, p = 0.023	−1.03	0.16	[−1.35, −0.71]	−6.40	< 0.001
年龄段	幼儿	7	Q (58) = 218.54, p < 0.001	F(2, 58) = 2.56, p = 0.086	−0.54	0.26	[−1.05, −0.02]	−2.10	0.040
	儿童	49			−0.92	0.10	[−1.13, −0.72]	−9.03	< 0.001
	青少年	5			−0.41	0.29	[−0.98, 0.17]	−1.42	0.160
谱系亚型	AS	6	Q (79) = 285.01, p < 0.001	F(2, 79) = 2.19, p = 0.335	−0.44	0.26	[−0.95, 0.06]	−1.72	0.086
	HFA	28			−0.87	0.13	[−1.12, −0.61]	−6.72	< 0.001
	ASD	48			−0.75	0.11	[−0.97, −0.54]	−6.89	< 0.001
对照组匹配类型(匹配任一条件)	截距(未匹配任一条件)	/	Q (85) = 412.22, p < 0.001	F(5, 85) = 3.33 p = 0.649	−1.04	0.24	[−1.51, −0.57]	−4.32	< 0.001
	心理年龄	3			0.12	0.60	[−1.07, 1.30]	0.19	0.846
	生理年龄	57			0.21	0.23	[−0.25, 0.66]	0.88	0.381
	言语智商	49			0.24	0.24	[−0.22, 0.70]	1.03	0.304
	操作智商	30			−0.19	0.23	[−0.65, 0.27]	−0.80	0.422
	总智商	38			0.25	0.20	[−0.14, 0.63]	1.25	0.212
语音性别	都有	18	Q (54) = 295.90, p < 0.001	F(2, 54) = 1.38, p = 0.262	−0.80	0.18	[−1.16, −0.45]	−4.49	< 0.001
	男性	5			−0.21	0.33	[−0.86, 0.44]	−0.64	0.524
	女性	34			−0.56	0.18	[−0.92, −0.20]	−3.13	0.003
情绪类型	复杂情绪	38	Q (85) = 306.32, p < 0.001	F(2, 85) = 1.04, p = 0.359	−0.95	0.14	[−1.23, −0.67]	−6.79	< 0.001
	混合呈现	3			−0.81	0.38	[−1.56, −0.06]	−2.14	0.036
	基本情绪	47			−0.72	0.09	[−0.91, −0.54]	−7.91	< 0.001
任务类型×年龄段 ^a	整合−幼儿	5	Q (53) = 192.72, p < 0.001	F(5, 53) = 1.74, p = 0.141	−0.64	0.29	[−1.23, −0.05]
	整合−儿童	24			−1.12	0.14	[−1.41, −0.83]
	语义−幼儿	2			−0.50	0.41	[−1.32, 0.33]
任务类型×年龄段 ^a	语义−儿童	6	Q (53) = 192.72, p < 0.001	F(5, 53) = 1.74, p = 0.141	−0.67	0.24	[−1.16, −0.19]
	韵律−儿童	19			−0.80	0.14	[−1.08, −0.52]
	韵律−青少年	3			−0.63	0.35	[−1.34, 0.09]
任务类型×语境文化	整合−低	18	Q (85) = 352.26, p < 0.001	F(5, 85) = 2.52, p = 0.035	−0.79	0.15	[−1.09, −0.49]
	整合−高	21			−1.12	0.19	[−1.51, −0.74]
	语义−低	4			−0.32	0.27	[−0.87, 0.22]
	语义−高	8			−0.75	0.25	[−1.24, −0.26]
	韵律−低	34			−0.53	0.11	[−0.75, −0.30]
	韵律−高	6			−0.96	0.25	[−1.46, −0.47]
任务类型×情绪类型 ^b	整合−基本情绪	19	Q (80) = 281.17, p < 0.001	F(5, 80) = 2.90, p = 0.019	−0.72	0.13	[−0.98, −0.46]
	整合−复杂情绪	23			−1.16	0.15	[−1.47, −0.85]
	整合−混合呈现	2			−1.19	0.42	[−2.02, −0.35]
	语义−复杂情绪	10			−0.78	0.19	[−1.16, −0.39]
	韵律−基本情绪	27			−0.78	0.11	[−1.00, −0.55]
	韵律−复杂情绪	5			−0.43	0.26	[−0.94, 0.08]
任务类型×谱系亚型^c	AS−韵律	4	Q (73) = 262.93, p < 0.001	F(6, 73) = 2.13, p = 0.060	−0.57	0.30	[−1.16, 0.02]
	HFA−整合	10			−0.80	0.20	[−1.20, −0.40]
	HFA−语义	3			−0.73	0.32	[−1.36, −0.09]
	HFA−韵律	15			−0.93	0.17	[−1.27, −0.59]
	ASD−整合	25			−1.07	0.16	[−1.39, −0.76]
	ASD−语义	8			−0.63	0.22	[−1.06, −0.19]
	ASD−韵律	15			−0.53	0.15	[−0.82, −0.23]
语境文化×年龄段 ^d	低语境−儿童	24	Q (57) = 216.90, p < 0.001	F(3, 57) = 1.83, p = 0.152	−0.86	0.14	[−1.13, −0.59]
	低语境−青少年	5			−0.40	0.29	[−0.98, 0.18]
	高语境−幼儿	7			−0.63	0.27	[−1.17, −0.09]
	高语境−儿童	25			−1.02	0.16	[−1.34, −0.69]
整合任务的材料类型	依赖韵律表达情绪的材料	8	Q (34) = 55.72, p = 0.011	F(3, 34) = 9.25, p < 0.001	−0.78	0.15	[−1.09, −0.47]	−5.16	< 0.001
	综合韵律与语义线索材料	9			−1.16	0.15	[−1.46, −0.86]	−7.84	< 0.001
	韵律与语义一致材料	9			−0.22	0.13	[−0.48, 0.05]	−1.68	0.103
	韵律与语义冲突材料	12			−0.80	0.11	[−1.03, −0.58]	−7.19	< 0.001
整合任务的不同通道	听觉通道	24	Q (37) = 85.88, p < 0.001	F(1, 37) = 0.54, p = 0.469	−0.76	0.12	[−1.01, −0.52]	−6.30	< 0.001
整合任务的不同通道	跨通道(视听结合)	15	Q (37) = 85.88, p < 0.001	F(1, 37) = 0.54, p = 0.469	−0.90	0.13	[−1.17, −0.63]	−6.73	< 0.001
整合任务的材料类型×通道类型^e	听觉通道−韵律与语义冲突	12	Q (32) = 51.11, p = 0.017	F(4, 32) = 30.97, p < 0.001	−0.79	0.11	[−1.01, −0.57]
	听觉通道−韵律与语义一致	8			−0.15	0.14	[−0.42, 0.12]
	听觉通道−综合韵律与语义	4			−1.36	0.24	[−1.82, −0.89]
	跨通道−依赖韵律表达情绪	8			−0.78	0.15	[−1.08, −0.49]
	跨通道−综合韵律与语义	5			−1.03	0.19	[−1.40, −0.67]

作者年份^a	国家/ 地区	语境文化	孤独症组年龄范围(均值) [单位：岁]	对照组年龄范围(均值) [单位：岁]	年龄段类型^b	孤独症组的性别比(男/女)	对照组的性别比 (男/女)	孤独症类型	对照组匹配信息	语音性别	材料情绪类型	材料类型	任务类型	效应值	质量评估
Angeleri et al., (2016)	意大利	低	4.9~15.2 (9.46)	4.8~15.1 (8.73)	混合	12/4	12/4	HFA	心理年龄	/	复杂	依赖语义表达情绪的材料	语义	−0.86	4
											基本	通过韵律表达情绪的材料	韵律	−1.15
											复杂	韵律与语义冲突材料	整合	−0.77
Baker et al., (2010)	美国	低	10~14 (12.8)	10~14 (12.2)	混合	16/3	16/3	HFA	生理年龄、总智商	/	基本	通过韵律表达情绪的材料	韵律	−0.04	4
Boucher et al., (2000)	英国	低	/ (9.58±1.0)	/ (6.33±0.8)	儿童	16/3	10/9	ASD	言语智商	女性	混合, 不可分	通过韵律表达情绪的材料	韵律	0.08	4
Boucher et al., (2000)	英国	低	/ (9.58±1.0)	/ (6.33±0.8)	儿童	16/3	10/9	ASD	言语智商	女性	混合, 不可分	通过韵律表达情绪的材料	整合	−1.01	4
Brennand et al., (2011)	英国	低	10.5~19.3 (14.5)	11~16.7 (13.3)	混合	14/1	12/3	AS	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−0.69	4
Brooks & Ploog (2013)	美国	低	5.0~17.6 (9.0)	5.4~16.0 (9.0)	混合	10/3	6/7	ASD	生理年龄	男性	复杂	通过韵律表达情绪的材料	韵律	0.14	4
Brooks et al., (2018)	美国	低	7.08~21.33 (13.42)	7.5~21.17 (13.75)	混合	10/3	10/3	ASD	生理年龄	都有	复杂	通过韵律表达情绪的材料	韵律	−1.03	4
Chevallier et al., (2009)	英国	低	11.08~17.83 (13.67)	11.5~16.67 (14.17)	混合	17/0	17/0	AS	生理年龄、言语智商	男性	/	/	韵律	−0.08	4
Chiew & Kjelgaard (2017)	美国	低	9.83~12.83 (11.58)	6.92~8.67 (8.0)	儿童	12/1	8/13	ASD	未匹配	女性	基本	通过韵律表达情绪的材料	韵律	−1.25	3
Demopoulos et al., (2015)	美国	低	5.5~18.5 (11.47)	8~18.92 (13.78)	混合	18/7	7/5	ASD	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−1.00	4
Diehl et al., (2008)	美国	低	11~19 (15.28±2.39)	11~19 (15.58±2.31)	青少年	17/4	17/5	HFA	生理年龄、言语智商、总智商	/	/	/	韵律	−0.66	4
Diehl et al., (2008)	美国	低	11~19 (15.28±2.39)	11~19 (15.58±2.31)	青少年	17/4	17/5	HFA	生理年龄、言语智商、总智商	/	/	/	语义	0.13	4
Duville et al., (2024)	墨西哥	高	6.4~13 (9.2)	6.2~13.5 (10.2)	儿童	35/5	18/22	ASD	未匹配成功	女性	基本	韵律与语义一致材料	韵律	−1.20	5
Filipe et al., (2016)	葡萄牙	低	5~9 (7.33)	5~9 (7.27)	儿童	15/0	15/0	HFA	生理年龄、操作智商	/	/	/	韵律	−0.76	3
Fridenson-Hayo (2016)	以色列	低	5~9 (7.45)	5~9 (7.50)	儿童	18/2	19/3	HFA	生理年龄、言语智商、操作智商	/	都有, 可分	综合韵律与语义线索材料	整合	−0.88	5
	英国	低	5~9 (8.58)	5~9 (7.80)	儿童	15/1	13/5							−0.79
	瑞典	低	5~9 (6.97)	5~9 (7.36)	儿童	15/4	15/3							−1.05
Golan et al., (2008)	英国	低	8.3~11.8 (10)	8.2~12.1 (10.1)	儿童	22/1	23/1	HFA\AS	生理年龄、言语智商、操作智商、总智商	都有	复杂	综合韵律与语义线索材料	整合	−1.30	5
Golan et al., (2015)	英国	低	8.2~11.8 (9.7)	8.2~12.1 (10.0)	儿童	29/1	24/1	ASD	生理年龄、言语智商、操作智商	都有	复杂	综合韵律与语义线索材料	整合	−1.10	5
Golan et al., (2018)	以色列	低	8~12 (9.13)	2.1~6 (4.01)	混合(两组差距过大)	24/5	27/7	ASD	心理年龄	都有	基本	无语义的韵律、面孔、单纯语义多种材料综合	整合	−8.27 ^c	5
Grossman (2010)	美国	低	7.5~17 (12.3)	7.5~18 (12.6)	混合	16未写明性别	15未写明性别	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.25	4
Grossman (2010)	美国	低	7.5~17 (12.3)	7.5~18 (12.6)	混合	16未写明性别	15未写明性别	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	韵律与语义一致材料	整合	−0.10	4
Grossman & Tager-Flusberg (2012)	美国	低	8.83~19.75 (13.83)	10.17~17.92 (14.0)	混合	18/4	19/3	ASD	言语智商	都有	基本	通过韵律表达情绪的材料	整合	−0.77	4
Gyurjyan (2004)	美国	低	7.8~22.4 (13.5)	7.6~22.3 (13.4)	混合	18/4	17/5	AS	生理年龄、总智商	男性	基本	通过韵律表达情绪的材料	韵律	−0.63	4
Gyurjyan (2004)	美国	低	7.8~22.4 (13.5)	7.6~22.3 (13.4)	混合	18/4	17/5	AS	生理年龄、总智商	男性	基本	韵律与语义冲突材料	整合	−0.30	4
Horie & Okamura (2017)	日本	高	/ (6.13±0.98)	/ (4.33)	幼儿	8/1	10/10	ASD	总智商	女性	复杂	依赖语义表达情绪的材料	语义	0.83	5
												韵律与语义一致材料	整合	0.51
												韵律与语义冲突材料	整合	0.10
			/ (6.62±1.00)	/ (5.35)	幼儿	16/4	9/12					依赖语义表达情绪的材料	语义	−0.64
												韵律与语义一致材料	整合	−0.27
												韵律与语义冲突材料	整合	−0.81
			/ (8.15±1.88)	/ (6.24)	儿童	18/3	13/12					依赖语义表达情绪的材料	语义	0.45
												韵律与语义一致材料	整合	0.00
												韵律与语义冲突材料	整合	−1.01
			/ (8.90±1.56)	/ (7.35)	儿童	18/3	12/9					依赖语义表达情绪的材料	语义	−0.16
												韵律与语义一致材料	整合	−0.24
												韵律与语义冲突材料	整合	−1.05
			/ (9.88±1.44)	/ (8.33)	儿童	9/7	15/17					依赖语义表达情绪的材料	语义	0.13
												韵律与语义一致材料	整合	−0.17
												韵律与语义冲突材料	整合	−1.43
			/ (10.67±1.39)	/ (8.33)	儿童	28/10	15/17					依赖语义表达情绪的材料	语义	0.03
												韵律与语义一致材料	整合	−0.10
												韵律与语义冲突材料	整合	−0.82
Järvinen-Pasley et al., (2008)	英国	低	/ (12.55±2.57)	/ (12.03±2.62)	混合	17/3	16/4	HFA\AS	生理年龄、言语智商、操作智商	女性	/	/	韵律	0.91	4
			/ (12.55±2.57)	/ (12.03±2.62)	混合	17/3	16/4					/	韵律	0.73
			/ (12.86±2.31)	/ (12.86±2.44)	混合	20/0	16/4					/	韵律	0.95
			/ (12.86±2.31)	/ (12.86±2.44)		20/0	16/4					/	韵律	0.41
Leipold et al., (2023)	美国	低	7~12 (10.73)	7~12 (10.71)	儿童	16/6	13/8	ASD	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.70	5
Leung (2017)	新西兰	低	/ (9.50±1.83)	/ (9.43±1.87)	儿童	11/1	4/10	HFA	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−2.09	4
Leung (2017)	新西兰	低	/ (9.91±2.23)	/ (9.43±1.87)	儿童	9/3	4/10	HFA	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−1.84	4
Li et al., (2013)	中国香港	高	8.25~12.15 (10.42) [总样本]		儿童	12/0	12/0	ASD	言语智商	/	复杂	通过韵律表达情绪的材料	韵律	−0.57	4
												依赖语义表达情绪的材料	语义	−1.74
												综合韵律与语义线索材料	整合	−2.02
Lindner & Rosén (2006)	美国	低	5~16 (10.21)	5~16 (10.19)	混合	12/2	11/5	AS	生理年龄、言语智商	都有	基本	通过韵律表达情绪的材料	韵律	−1.08	5
Lindner & Rosén (2006)	美国	低	5~16 (10.21)	5~16 (10.19)	混合	12/2	11/5	AS	生理年龄、言语智商	都有	基本	依赖语义表达情绪的材料	语义	−0.17	5
Löytömäki et al., (2020)	芬兰	低	6~10 (8.25)	6~10 (8.02)	儿童	18/2	47/59	AS\PDD	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−0.39	4
												韵律与语义一致材料	韵律	−0.25
												韵律与语义一致材料	整合	−0.69
Lyons et al., (2014)	美国	低	9~12 (10.76)	9~12 (11.18)	儿童	12/3	17/5	低语言能力HFA	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−1.30	5
			9~12 (10.72)	9~12 (11.18)	儿童	30/5	17/5	高语言能力HFA	生理年龄、言语智商、操作智商					−0.39
			13~17 (15.21)	13~17 (14.94)	青少年	12/2	14/7	低语言能力HFA	生理年龄					−1.15
			13~17 (15.26)	13~17 (14.94)	青少年	21/2	14/7	高语言能力HFA	生理年龄、言语智商、操作智商					−0.14
Matsumoto et al., (2016)	日本	高	10~15 (11.83)	10~15 (11.58)	混合	6/6	6/6	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.89	5
Oerlemans et al., (2013)	荷兰	低	9~21 (12.40)	9~21 (11.69)	混合	115/25(纳入119, 排除的21人性别不明)	136/163(纳入212, 排除的87人性别不明)	ASD	生理年龄、操作智商	都有	基本	通过韵律表达情绪的材料	韵律	−0.03	5
Oerlemans et al., (2014)	荷兰	低	6~13 (11.55)	6~13 (10.78)	儿童	54/12	53/68	ASD	生理年龄、操作智商	都有	基本	通过韵律表达情绪的材料	韵律	−1.53	6
Ozonoff et al., (1990)	美国	低	3.42~10.83 (6.4)	2.83~3.83 (3.0)	混合	10/4	10/4	ASD	言语智商	/	基本	通过韵律表达情绪的材料	整合	−0.39	5
Ozonoff et al., (1990)	美国	低	3.42~10.83 (6.24)	2.83~8.00 (4.14)	混合	9/4	9/4	ASD	操作智商	/	基本	通过韵律表达情绪的材料	整合	−1.15	5
Paul et al., (2005)	美国	低	/ (16.8)	/ (16.7)	青少年	27(性别不明)	13(性别不明)	14HFA, 10AS, 3PDD-NOS	生理年龄、言语智商	/	基本	通过韵律表达情绪的材料	整合	−0.16	5
Peppé et al., (2007)	英国	低	6.08~13.50 (9.83)	4.83~11.67 (6.83)	儿童	24/7	54/18	HFA	言语智商	/	基本	通过韵律表达情绪的材料	韵律	−0.87	5
Ploog et al., (2014)	美国	低	5.42~18 (10.58)	5.17~16.33 (10.83)	混合	11/4	11/4	ASD	生理年龄	男性	基本	通过韵律表达情绪的材料	韵律	−0.34	4
Scheerer et al., (2020)	加拿大	低	7.01~12.96 (10.02)	6.68~11.59 (9.43)	儿童	17/9	18/8	ASD	生理年龄、总智商	都有	基本	通过韵律表达情绪的材料	韵律	−0.09	5
Scheerer et al., (2020)	加拿大	低	7.01~12.96 (10.02)	6.68~11.59 (9.43)	儿童	17/9	18/8	ASD	生理年龄、总智商	都有	基本	通过韵律表达情绪的材料	整合	−3.49 ^c	5
Singh & Harrow (2014)	新加坡	高	8.08~13 (10.58)	8.67~12 (10.50)	儿童	9/1	9/1	HFA	生理年龄、言语智商	女性	基本	综合韵律、语义线索材料	整合	−1.10	5
Sivathasan et al., (2023)	加拿大	低	9~13 (11.02)	6~12 (9.70)	儿童	19/6	11/12	ASD	生理年龄、言语智商、总智商存在差异, 均作协变量处理	都有	基本	通过韵律表达情绪的材料	韵律	0.33	5
Song et al., (2020)	中国	高	5.75~7.67 (6.57)	6~7.75 (6.74)	儿童	28/6	28/6	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−1.31	5
Taylor et al., (2015)	澳大利亚	低	5.42~12.67 (9.67)	5.58~12.33 (8.94)	儿童	12/5	26/28	ASD语言正常组	生理年龄、非语言智商	都有	都有, 可分	通过韵律表达情绪的材料	整合	−0.53	5
Taylor et al., (2015)	澳大利亚	低	5.58~12.33 (7.73)	5.58~12.33 (8.94)	儿童	10/2	26/28	ASD语言受损组	生理年龄、非语言智商	都有	都有, 可分	通过韵律表达情绪的材料	整合	−1.66	5
Van Lancker et al., (1991)	美国	低	7~12.83 (8.67)	6.17~12.08 (8.75)	儿童	17/3	9/7	ASD	生理年龄	/	混合, 不可分	依赖语义表达情绪的材料	整合	−1.38	4
Wang et al., (2006)	美国	低	7.4~16.9 (11.19)	8.1~15.7 (11.19)	混合	18/0	18/0	ASD	生理年龄、言语智商、操作智商、总智商	都有	复杂	综合韵律与语义线索材料	整合	−0.97	5
												依赖语义表达情绪的材料	语义	−0.79
												通过韵律表达情绪的材料	韵律	−0.21
Wang & Tsao (2015)	中国台湾	高	6~11 (8.17)	6~11 (8.17)	儿童	25/0	25/0	HFA	生理年龄、总智商	女性	基本	韵律、语义冲突材料	整合	−0.78	5
梁丹丹等 (2024)	中国	高	4~5.5 (4.92)	4~5.5 (4.83)	幼儿	24/1	20/5	HFA	生理年龄、言语智商、操作智商、总智商	/	基本	韵律与语义冲突材料	整合	−0.50	5
梁丹丹等 (2024)	中国	高	6~7.92 (6.75)	6~7.92 (6.92)	儿童	17/8	16/9	HFA	生理年龄、言语智商、操作智商、总智商	/	基本	韵律与语义冲突材料	整合	−0.87	5
倪萍萍 (2015)	中国	高	7.75~15	5.5~6	混合	25/5(纳入26, 排除的4人性别不明)	10/5	ASD	言语智商、操作智商	/	基本	韵律与语义一致材料	整合	−1.28	3
倪萍萍 (2015)	中国	高	7.75~15	5.5~6	混合	25/5(纳入26, 排除的4人性别不明)	10/5	ASD	言语智商、操作智商	/	基本	韵律与语义冲突材料	整合	−1.36	3
祁晶等 (2022)	中国	高	/ (6.25±1.71)	/ (6.4±1.79)	儿童	18/2	18/2	ASD	生理年龄	女性	基本	通过韵律表达情绪的材料	整合	−0.76	4
张笛 (2019)	中国	高	8~12 (10.53)	8~12 (10.47)	儿童	14/0	14/0	HFA	生理年龄、言语智商	/	复杂	通过韵律表达情绪的材料	韵律	−1.52	4
												依赖语义表达情绪的材料	语义	−2.07
												综合韵律、语义线索材料	整合	−1.71
钟检秀 (2015)	中国	高	5.75~7.67 (6.56)	6~7.75 (6.74)	儿童	28/6	28/6	ASD	生理年龄、言语智商、操作智商、总智商	/	基本	通过韵律表达情绪的材料	韵律	−1.31	4

作者年份^a	国家/ 地区	语境文化	孤独症组年龄范围(均值) [单位：岁]	对照组年龄范围(均值) [单位：岁]	年龄段类型^b	孤独症组的性别比(男/女)	对照组的性别比 (男/女)	孤独症类型	对照组匹配信息	语音性别	材料情绪类型	材料类型	任务类型	效应值	质量评估
Angeleri et al., (2016)	意大利	低	4.9~15.2 (9.46)	4.8~15.1 (8.73)	混合	12/4	12/4	HFA	心理年龄	/	复杂	依赖语义表达情绪的材料	语义	−0.86	4
											基本	通过韵律表达情绪的材料	韵律	−1.15
											复杂	韵律与语义冲突材料	整合	−0.77
Baker et al., (2010)	美国	低	10~14 (12.8)	10~14 (12.2)	混合	16/3	16/3	HFA	生理年龄、总智商	/	基本	通过韵律表达情绪的材料	韵律	−0.04	4
Boucher et al., (2000)	英国	低	/ (9.58±1.0)	/ (6.33±0.8)	儿童	16/3	10/9	ASD	言语智商	女性	混合, 不可分	通过韵律表达情绪的材料	韵律	0.08	4
Boucher et al., (2000)	英国	低	/ (9.58±1.0)	/ (6.33±0.8)	儿童	16/3	10/9	ASD	言语智商	女性	混合, 不可分	通过韵律表达情绪的材料	整合	−1.01	4
Brennand et al., (2011)	英国	低	10.5~19.3 (14.5)	11~16.7 (13.3)	混合	14/1	12/3	AS	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−0.69	4
Brooks & Ploog (2013)	美国	低	5.0~17.6 (9.0)	5.4~16.0 (9.0)	混合	10/3	6/7	ASD	生理年龄	男性	复杂	通过韵律表达情绪的材料	韵律	0.14	4
Brooks et al., (2018)	美国	低	7.08~21.33 (13.42)	7.5~21.17 (13.75)	混合	10/3	10/3	ASD	生理年龄	都有	复杂	通过韵律表达情绪的材料	韵律	−1.03	4
Chevallier et al., (2009)	英国	低	11.08~17.83 (13.67)	11.5~16.67 (14.17)	混合	17/0	17/0	AS	生理年龄、言语智商	男性	/	/	韵律	−0.08	4
Chiew & Kjelgaard (2017)	美国	低	9.83~12.83 (11.58)	6.92~8.67 (8.0)	儿童	12/1	8/13	ASD	未匹配	女性	基本	通过韵律表达情绪的材料	韵律	−1.25	3
Demopoulos et al., (2015)	美国	低	5.5~18.5 (11.47)	8~18.92 (13.78)	混合	18/7	7/5	ASD	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−1.00	4
Diehl et al., (2008)	美国	低	11~19 (15.28±2.39)	11~19 (15.58±2.31)	青少年	17/4	17/5	HFA	生理年龄、言语智商、总智商	/	/	/	韵律	−0.66	4
Diehl et al., (2008)	美国	低	11~19 (15.28±2.39)	11~19 (15.58±2.31)	青少年	17/4	17/5	HFA	生理年龄、言语智商、总智商	/	/	/	语义	0.13	4
Duville et al., (2024)	墨西哥	高	6.4~13 (9.2)	6.2~13.5 (10.2)	儿童	35/5	18/22	ASD	未匹配成功	女性	基本	韵律与语义一致材料	韵律	−1.20	5
Filipe et al., (2016)	葡萄牙	低	5~9 (7.33)	5~9 (7.27)	儿童	15/0	15/0	HFA	生理年龄、操作智商	/	/	/	韵律	−0.76	3
Fridenson-Hayo (2016)	以色列	低	5~9 (7.45)	5~9 (7.50)	儿童	18/2	19/3	HFA	生理年龄、言语智商、操作智商	/	都有, 可分	综合韵律与语义线索材料	整合	−0.88	5
	英国	低	5~9 (8.58)	5~9 (7.80)	儿童	15/1	13/5							−0.79
	瑞典	低	5~9 (6.97)	5~9 (7.36)	儿童	15/4	15/3							−1.05
Golan et al., (2008)	英国	低	8.3~11.8 (10)	8.2~12.1 (10.1)	儿童	22/1	23/1	HFA\AS	生理年龄、言语智商、操作智商、总智商	都有	复杂	综合韵律与语义线索材料	整合	−1.30	5
Golan et al., (2015)	英国	低	8.2~11.8 (9.7)	8.2~12.1 (10.0)	儿童	29/1	24/1	ASD	生理年龄、言语智商、操作智商	都有	复杂	综合韵律与语义线索材料	整合	−1.10	5
Golan et al., (2018)	以色列	低	8~12 (9.13)	2.1~6 (4.01)	混合(两组差距过大)	24/5	27/7	ASD	心理年龄	都有	基本	无语义的韵律、面孔、单纯语义多种材料综合	整合	−8.27 ^c	5
Grossman (2010)	美国	低	7.5~17 (12.3)	7.5~18 (12.6)	混合	16未写明性别	15未写明性别	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.25	4
Grossman (2010)	美国	低	7.5~17 (12.3)	7.5~18 (12.6)	混合	16未写明性别	15未写明性别	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	韵律与语义一致材料	整合	−0.10	4
Grossman & Tager-Flusberg (2012)	美国	低	8.83~19.75 (13.83)	10.17~17.92 (14.0)	混合	18/4	19/3	ASD	言语智商	都有	基本	通过韵律表达情绪的材料	整合	−0.77	4
Gyurjyan (2004)	美国	低	7.8~22.4 (13.5)	7.6~22.3 (13.4)	混合	18/4	17/5	AS	生理年龄、总智商	男性	基本	通过韵律表达情绪的材料	韵律	−0.63	4
Gyurjyan (2004)	美国	低	7.8~22.4 (13.5)	7.6~22.3 (13.4)	混合	18/4	17/5	AS	生理年龄、总智商	男性	基本	韵律与语义冲突材料	整合	−0.30	4
Horie & Okamura (2017)	日本	高	/ (6.13±0.98)	/ (4.33)	幼儿	8/1	10/10	ASD	总智商	女性	复杂	依赖语义表达情绪的材料	语义	0.83	5
												韵律与语义一致材料	整合	0.51
												韵律与语义冲突材料	整合	0.10
			/ (6.62±1.00)	/ (5.35)	幼儿	16/4	9/12					依赖语义表达情绪的材料	语义	−0.64
												韵律与语义一致材料	整合	−0.27
												韵律与语义冲突材料	整合	−0.81
			/ (8.15±1.88)	/ (6.24)	儿童	18/3	13/12					依赖语义表达情绪的材料	语义	0.45
												韵律与语义一致材料	整合	0.00
												韵律与语义冲突材料	整合	−1.01
			/ (8.90±1.56)	/ (7.35)	儿童	18/3	12/9					依赖语义表达情绪的材料	语义	−0.16
												韵律与语义一致材料	整合	−0.24
												韵律与语义冲突材料	整合	−1.05
			/ (9.88±1.44)	/ (8.33)	儿童	9/7	15/17					依赖语义表达情绪的材料	语义	0.13
												韵律与语义一致材料	整合	−0.17
												韵律与语义冲突材料	整合	−1.43
			/ (10.67±1.39)	/ (8.33)	儿童	28/10	15/17					依赖语义表达情绪的材料	语义	0.03
												韵律与语义一致材料	整合	−0.10
												韵律与语义冲突材料	整合	−0.82
Järvinen-Pasley et al., (2008)	英国	低	/ (12.55±2.57)	/ (12.03±2.62)	混合	17/3	16/4	HFA\AS	生理年龄、言语智商、操作智商	女性	/	/	韵律	0.91	4
			/ (12.55±2.57)	/ (12.03±2.62)	混合	17/3	16/4					/	韵律	0.73
			/ (12.86±2.31)	/ (12.86±2.44)	混合	20/0	16/4					/	韵律	0.95
			/ (12.86±2.31)	/ (12.86±2.44)		20/0	16/4					/	韵律	0.41
Leipold et al., (2023)	美国	低	7~12 (10.73)	7~12 (10.71)	儿童	16/6	13/8	ASD	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.70	5
Leung (2017)	新西兰	低	/ (9.50±1.83)	/ (9.43±1.87)	儿童	11/1	4/10	HFA	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−2.09	4
Leung (2017)	新西兰	低	/ (9.91±2.23)	/ (9.43±1.87)	儿童	9/3	4/10	HFA	生理年龄	都有	基本	通过韵律表达情绪的材料	韵律	−1.84	4
Li et al., (2013)	中国香港	高	8.25~12.15 (10.42) [总样本]		儿童	12/0	12/0	ASD	言语智商	/	复杂	通过韵律表达情绪的材料	韵律	−0.57	4
												依赖语义表达情绪的材料	语义	−1.74
												综合韵律与语义线索材料	整合	−2.02
Lindner & Rosén (2006)	美国	低	5~16 (10.21)	5~16 (10.19)	混合	12/2	11/5	AS	生理年龄、言语智商	都有	基本	通过韵律表达情绪的材料	韵律	−1.08	5
Lindner & Rosén (2006)	美国	低	5~16 (10.21)	5~16 (10.19)	混合	12/2	11/5	AS	生理年龄、言语智商	都有	基本	依赖语义表达情绪的材料	语义	−0.17	5
Löytömäki et al., (2020)	芬兰	低	6~10 (8.25)	6~10 (8.02)	儿童	18/2	47/59	AS\PDD	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−0.39	4
												韵律与语义一致材料	韵律	−0.25
												韵律与语义一致材料	整合	−0.69
Lyons et al., (2014)	美国	低	9~12 (10.76)	9~12 (11.18)	儿童	12/3	17/5	低语言能力HFA	生理年龄	/	基本	通过韵律表达情绪的材料	韵律	−1.30	5
			9~12 (10.72)	9~12 (11.18)	儿童	30/5	17/5	高语言能力HFA	生理年龄、言语智商、操作智商					−0.39
			13~17 (15.21)	13~17 (14.94)	青少年	12/2	14/7	低语言能力HFA	生理年龄					−1.15
			13~17 (15.26)	13~17 (14.94)	青少年	21/2	14/7	高语言能力HFA	生理年龄、言语智商、操作智商					−0.14
Matsumoto et al., (2016)	日本	高	10~15 (11.83)	10~15 (11.58)	混合	6/6	6/6	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−0.89	5
Oerlemans et al., (2013)	荷兰	低	9~21 (12.40)	9~21 (11.69)	混合	115/25(纳入119, 排除的21人性别不明)	136/163(纳入212, 排除的87人性别不明)	ASD	生理年龄、操作智商	都有	基本	通过韵律表达情绪的材料	韵律	−0.03	5
Oerlemans et al., (2014)	荷兰	低	6~13 (11.55)	6~13 (10.78)	儿童	54/12	53/68	ASD	生理年龄、操作智商	都有	基本	通过韵律表达情绪的材料	韵律	−1.53	6
Ozonoff et al., (1990)	美国	低	3.42~10.83 (6.4)	2.83~3.83 (3.0)	混合	10/4	10/4	ASD	言语智商	/	基本	通过韵律表达情绪的材料	整合	−0.39	5
Ozonoff et al., (1990)	美国	低	3.42~10.83 (6.24)	2.83~8.00 (4.14)	混合	9/4	9/4	ASD	操作智商	/	基本	通过韵律表达情绪的材料	整合	−1.15	5
Paul et al., (2005)	美国	低	/ (16.8)	/ (16.7)	青少年	27(性别不明)	13(性别不明)	14HFA, 10AS, 3PDD-NOS	生理年龄、言语智商	/	基本	通过韵律表达情绪的材料	整合	−0.16	5
Peppé et al., (2007)	英国	低	6.08~13.50 (9.83)	4.83~11.67 (6.83)	儿童	24/7	54/18	HFA	言语智商	/	基本	通过韵律表达情绪的材料	韵律	−0.87	5
Ploog et al., (2014)	美国	低	5.42~18 (10.58)	5.17~16.33 (10.83)	混合	11/4	11/4	ASD	生理年龄	男性	基本	通过韵律表达情绪的材料	韵律	−0.34	4
Scheerer et al., (2020)	加拿大	低	7.01~12.96 (10.02)	6.68~11.59 (9.43)	儿童	17/9	18/8	ASD	生理年龄、总智商	都有	基本	通过韵律表达情绪的材料	韵律	−0.09	5
Scheerer et al., (2020)	加拿大	低	7.01~12.96 (10.02)	6.68~11.59 (9.43)	儿童	17/9	18/8	ASD	生理年龄、总智商	都有	基本	通过韵律表达情绪的材料	整合	−3.49 ^c	5
Singh & Harrow (2014)	新加坡	高	8.08~13 (10.58)	8.67~12 (10.50)	儿童	9/1	9/1	HFA	生理年龄、言语智商	女性	基本	综合韵律、语义线索材料	整合	−1.10	5
Sivathasan et al., (2023)	加拿大	低	9~13 (11.02)	6~12 (9.70)	儿童	19/6	11/12	ASD	生理年龄、言语智商、总智商存在差异, 均作协变量处理	都有	基本	通过韵律表达情绪的材料	韵律	0.33	5
Song et al., (2020)	中国	高	5.75~7.67 (6.57)	6~7.75 (6.74)	儿童	28/6	28/6	HFA	生理年龄、言语智商、操作智商、总智商	女性	基本	通过韵律表达情绪的材料	韵律	−1.31	5
Taylor et al., (2015)	澳大利亚	低	5.42~12.67 (9.67)	5.58~12.33 (8.94)	儿童	12/5	26/28	ASD语言正常组	生理年龄、非语言智商	都有	都有, 可分	通过韵律表达情绪的材料	整合	−0.53	5
Taylor et al., (2015)	澳大利亚	低	5.58~12.33 (7.73)	5.58~12.33 (8.94)	儿童	10/2	26/28	ASD语言受损组	生理年龄、非语言智商	都有	都有, 可分	通过韵律表达情绪的材料	整合	−1.66	5
Van Lancker et al., (1991)	美国	低	7~12.83 (8.67)	6.17~12.08 (8.75)	儿童	17/3	9/7	ASD	生理年龄	/	混合, 不可分	依赖语义表达情绪的材料	整合	−1.38	4
Wang et al., (2006)	美国	低	7.4~16.9 (11.19)	8.1~15.7 (11.19)	混合	18/0	18/0	ASD	生理年龄、言语智商、操作智商、总智商	都有	复杂	综合韵律与语义线索材料	整合	−0.97	5
												依赖语义表达情绪的材料	语义	−0.79
												通过韵律表达情绪的材料	韵律	−0.21
Wang & Tsao (2015)	中国台湾	高	6~11 (8.17)	6~11 (8.17)	儿童	25/0	25/0	HFA	生理年龄、总智商	女性	基本	韵律、语义冲突材料	整合	−0.78	5
梁丹丹等 (2024)	中国	高	4~5.5 (4.92)	4~5.5 (4.83)	幼儿	24/1	20/5	HFA	生理年龄、言语智商、操作智商、总智商	/	基本	韵律与语义冲突材料	整合	−0.50	5
梁丹丹等 (2024)	中国	高	6~7.92 (6.75)	6~7.92 (6.92)	儿童	17/8	16/9	HFA	生理年龄、言语智商、操作智商、总智商	/	基本	韵律与语义冲突材料	整合	−0.87	5
倪萍萍 (2015)	中国	高	7.75~15	5.5~6	混合	25/5(纳入26, 排除的4人性别不明)	10/5	ASD	言语智商、操作智商	/	基本	韵律与语义一致材料	整合	−1.28	3
倪萍萍 (2015)	中国	高	7.75~15	5.5~6	混合	25/5(纳入26, 排除的4人性别不明)	10/5	ASD	言语智商、操作智商	/	基本	韵律与语义冲突材料	整合	−1.36	3
祁晶等 (2022)	中国	高	/ (6.25±1.71)	/ (6.4±1.79)	儿童	18/2	18/2	ASD	生理年龄	女性	基本	通过韵律表达情绪的材料	整合	−0.76	4
张笛 (2019)	中国	高	8~12 (10.53)	8~12 (10.47)	儿童	14/0	14/0	HFA	生理年龄、言语智商	/	复杂	通过韵律表达情绪的材料	韵律	−1.52	4
												依赖语义表达情绪的材料	语义	−2.07
												综合韵律、语义线索材料	整合	−1.71
钟检秀 (2015)	中国	高	5.75~7.67 (6.56)	6~7.75 (6.74)	儿童	28/6	28/6	ASD	生理年龄、言语智商、操作智商、总智商	/	基本	通过韵律表达情绪的材料	韵律	−1.31	4