Cognitive deficits and symbolic play in preschoolers with autism

被引：33

作者：

Lam, Yan Grace ^{[1
]}

Yeung, Siu-sze Susanna ^{[1
]}

机构：

[1] Hong Kong Inst Educ, Dept Psychol Studies, Hong Kong, Hong Kong, Peoples R China

来源：

RESEARCH IN AUTISM SPECTRUM DISORDERS | 2012年 / 6卷 / 01期

关键词：

Symbolic play; Theory of mind; Central coherence; Executive functions; Preschoolers with autism; PRETEND PLAY; CHILDREN; CHILDHOOD; SKILLS;

D O I：

10.1016/j.rasd.2011.07.017

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：560 / 564

页数：5

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