ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2014, Vol. 46 ›› Issue (3): 385-395.doi: 10.3724/SP.J.1041.2014.00385

• 论文 • 上一篇    下一篇



  1. (1陕西师范大学教育学院, 西安 710062) (2华东师范大学学前与特殊教育学院, 上海 200062)
  • 收稿日期:2013-02-23 发布日期:2014-03-25 出版日期:2014-03-25
  • 通讯作者: 赵微
  • 基金资助:

    国家社科基金项目:“自闭症语言认知与干预绩效的实验研究” (项目编号:06BYY18)和2010年度教育部人文社会科学研究一般项目:“儿童书面语言获得的认知机制” (项目编号:10XJA880006)资助。

Word Learning with Multiple Cues in Children with Autistic Spectrum Disorder: Evidence from Eye Movements

JING Wei;FANG Junming;ZHAO Wei   

  1. (1 College of Education, Shaanxi Normal University, Xi’an 710062, China) (2 College of Preschool and Special Education, East China Normal University, Shanghai 200062, China)
  • Received:2013-02-23 Online:2014-03-25 Published:2014-03-25
  • Contact: ZHAO Wei


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。

关键词: 自闭症谱系障碍, 词语习得, 感知觉线索, 社会性线索, 眼动追踪


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. 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). 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). 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.

Key words: autistic spectrum disorder, word learning, social cues, perceptual cues, eye-tracking