自闭症谱系障碍社交动机理论：机制及干预探索

doi:10.3724/SP.J.1042.2023.00020

摘要/Abstract

摘要：

自闭症谱系障碍(Autism Spectrum Disorder, ASD)表现为社会交往困难以及重复刻板兴趣或行为。社交动机理论提出ASD个体是由于社交动机缺乏导致的社交障碍。目前该理论缺乏理论元素及结构关系的系统论证, 及基于此理论的低龄ASD儿童群体的研究证据。本研究拟采用心理实验法、眼动及近红外脑成像技术, 探索低龄ASD儿童早期社交奖赏、社交定向异常眼动标记及眶额叶脑区活动的神经机制。此外, 通过音乐奖赏强化学习的干预方式改善该理论的核心元素(社交奖赏), 观测能否改善ASD儿童的社交动机。本研究的开展有望对该理论进行系统验证, 并形成改善社交行为的潜在干预方案。

关键词: 自闭症谱系障碍, 社交动机理论, 眼动, 近红外脑成像, 音乐奖赏干预

Abstract:

Autism spectrum disorder (ASD) comprises symptoms including social communication deficits and unusual repetitive and restrictive sensory-motor behaviors. Social motivation deficits play a central role in ASD social function impairment, which has been proposed in the social motivation theory. Social motivation may be parsed into four components, including social orienting and social reward (seeking and liking), social reward learning, and social maintenance. Previous studies emphasized the necessity of exploring its components systematically and structurally. However, research on early age children with ASD is rare. Objective hallmarks of the social motivation theory of autism and exploring interventions based on it are limited. To produce robust behavioral hallmarks and uncover its brain mechanisms, in the current study we will explore social motivation theory’s components and the relationship among them and develop effective intervention methods. Study 1 we will apply an experimental design to explore early neural and atypical eye movements brain bio-markers using social reward and orienting paradigms by means of eye-tracking and functional near-infrared spectroscopy tools. Ninety ASD and typically developing children will be recruited. Then, based on valid markers detected in Study 1, we will investigate the effect of a social reward-based learning strategy in Study 2 to determine whether it is helpful to strengthen social rewards and other components’ functions, and to improve the relationships among them. Ninety children with ASD will be recruited for Study 2. Forty-five children will undergo Gaze-Contingent Music Reward Therapy (12 weeks). The other 45 will perform a non-rewarding music listening control task. All participants in Study 2 will be evaluated for valid social rewards and social orienting from Study 1 and an assessment of social maintenance before and after the interventions. Thus, the findings may detect unusual hallmarks based on social motivation theory and identify treatment strategies to enhance social motivational processing.

Key words: autism spectrum disorder, the social motivation theory, eye-tracking, functional near-infrared spectroscopy, music reward intervention

中图分类号:

R395

寇娟, 杨梦圆, 魏子杰, 雷怡. (2023). 自闭症谱系障碍社交动机理论：机制及干预探索. 心理科学进展 , 31(1), 20-32.

KOU Juan, YANG Mengyuan, WEI Zijie, LEI Yi. (2023). The social motivation theory of autism spectrum disorder: Exploring mechanisms and interventions. Advances in Psychological Science, 31(1), 20-32.

图/表 3

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组成	社交奖赏 (趋向与喜好)	社交定向	奖赏习得强化	社交维持习惯养成
概念	社交奖赏趋向表示个体对社会性刺激的渴望(愿意为之付出努力); 社交奖赏喜好表示社交奖赏刺激能给人带来积极的体验。因此, 喜爱社交奖赏刺激(Dubey et al., 2015)。	个体自主的觉察和关注找寻周围环境中的社会性元素(Dawson et al., 2004)。	当奖赏出现或错过时, 受试者调节行为以获得奖励的过程(Dayan & Berridge, 2014)。	社交维持表示个体对当前人际关系或社交行为的认可与维持(Dubey et al., 2015)。
行为范式	社交奖赏趋向测量范式(社交奖赏物的努力程度测量) (Treadway et al., 2009)。社交喜好测量为按键主观评定或选择评定对社交奖赏的喜爱程度(Watson et al., 2010)。	视觉搜索(社会性vs.非社会性刺激(Chita-Tegmark, 2016; Frazier et al., 2018; Pierce et al., 2016; Kou et al., 2019), 点探测、空间线索情绪面孔注意偏向范式(Fan et al., 2020; 范晓壮等, 2020)。	内隐学习任务(Scott- Van Zeeland et al., 2010)。	社交奉承行为范式(Chevallier, Molesworth, & Happé, 2012); 交友情景中满足他人期待行为范式(Scheeren et al., 2016)。
脑功能成像范式	社交奖赏延迟满足fMRI任务(Dichter et al., 2012) Go-noGo金钱及社交奖赏任务(Kohls et al., 2013), 及奖赏图片观看脑电任务(Kohls et al., 2011)。	视觉搜索(面孔与卡通玩具)fMRI范式(Grelotti et al., 2005)。	内隐学习fMRI任务(Scott-Van Zeeland et al., 2010)。	习惯学习fMRI任务(Tricomi et al., 2009)。

组成	社交奖赏 (趋向与喜好)	社交定向	奖赏习得强化	社交维持习惯养成
概念	社交奖赏趋向表示个体对社会性刺激的渴望(愿意为之付出努力); 社交奖赏喜好表示社交奖赏刺激能给人带来积极的体验。因此, 喜爱社交奖赏刺激(Dubey et al., 2015)。	个体自主的觉察和关注找寻周围环境中的社会性元素(Dawson et al., 2004)。	当奖赏出现或错过时, 受试者调节行为以获得奖励的过程(Dayan & Berridge, 2014)。	社交维持表示个体对当前人际关系或社交行为的认可与维持(Dubey et al., 2015)。
行为范式	社交奖赏趋向测量范式(社交奖赏物的努力程度测量) (Treadway et al., 2009)。社交喜好测量为按键主观评定或选择评定对社交奖赏的喜爱程度(Watson et al., 2010)。	视觉搜索(社会性vs.非社会性刺激(Chita-Tegmark, 2016; Frazier et al., 2018; Pierce et al., 2016; Kou et al., 2019), 点探测、空间线索情绪面孔注意偏向范式(Fan et al., 2020; 范晓壮等, 2020)。	内隐学习任务(Scott- Van Zeeland et al., 2010)。	社交奉承行为范式(Chevallier, Molesworth, & Happé, 2012); 交友情景中满足他人期待行为范式(Scheeren et al., 2016)。
脑功能成像范式	社交奖赏延迟满足fMRI任务(Dichter et al., 2012) Go-noGo金钱及社交奖赏任务(Kohls et al., 2013), 及奖赏图片观看脑电任务(Kohls et al., 2011)。	视觉搜索(面孔与卡通玩具)fMRI范式(Grelotti et al., 2005)。	内隐学习fMRI任务(Scott-Van Zeeland et al., 2010)。	习惯学习fMRI任务(Tricomi et al., 2009)。