WEKO3
アイテム
自閉スペクトラム症児者の心の理論プロセス : 実行機能による補償とその限界，今後の展望
https://doi.org/10.18999/nupsych.66.1.4
https://doi.org/10.18999/nupsych.66.1.4098eb855-f7ca-4045-9ed1-cfe1c645340b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
nupsych_66_4.pdf (904.8 kB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-05-21 | |||||
| タイトル | ||||||
| タイトル | 自閉スペクトラム症児者の心の理論プロセス : 実行機能による補償とその限界，今後の展望 | |||||
| 言語 | ja | |||||
| その他のタイトル | ||||||
| その他のタイトル | Theory of Mind processing in autism spectrum disorder : Compensation by executive function, the limitations and the prospect | |||||
| 言語 | en | |||||
| 著者 |
吉田, 翔子
× 吉田, 翔子× 横山, 佳奈× 永田, 雅子× YOSHIDA, Shoko× YOKOYAMA, Kana× NAGATA, Masako |
|||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | ASD | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Theory of Mind | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | implicit Theory of Mind | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | executive function | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | review | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper classifies Theory of Mind into three stages, and describes the possibility that autism spectrum disorder (ASD) can compensate Theory of Mind by executive function. On the other hand, the limits of compensation by executive function is also considered. Theory of Mind is the ability to understand and predict the actions and thoughts of others based on the mental state of others. As Baron-Cohen (1985) pointed out, “disability of social communication” has been thought as a core symptom of children with ASD. However, Baron-Cohen’s (1985) claim has now been denied. ASD are not deficient in Theory of Mind, but are thought to have a different Theory of Mind process than Typical Development. Senju et al (2009) clarified that Typical Development use anticipatory gaze based on the mental state of the characters in a Theory of Mind task. Furthermore, they showed that adults with ASD can reply the correct answer of the Theory of Mind, but cannot based on anticipatory gaze. Happé (1995) pointed out that there are two stages about Theory of Mind: (a) The stage that they can understand the answer, but they do not know the reason (4 years old), (b) The stage that expkain the reasoning leading to the answer in words (9 years old). Furthermore, while achildren with typical developmental children develop in stages from (a) to (b), autistic people acquire the stage (b) without obtaining the stage (a). Thus they stated that the acquisition of the Theory of Mind was delayed compared to children with typical development. From this, it is discussed that the ASD compensates the Theory of Mind with language ability and cognitive processing, instead of using intuitive processes. This paper classifies the Theory of Mind into three stages. (1) “implicit Theory of Mind”: This is the stage that Senju et al (2009) pointed out by using anticipatory gaze for guessing the mental state of others. (2) “intuition Theory of Mind”: This is the stage where the language answer given by Baron- Cohen (1985) is given. Here, there is no thoughtful thinking process, and it is thought that the answer is intuitive. (3) “reflective Theory of Mind”: This is a stage where Happé (1995) can explain the grounds for guessing the mental state of others. So, (2) and (3) stages could be called “explicit Theory of Mind” corresponding to (1)" implicit Theory of Mind”. Of the three stages, ASD use only (3) “reflective Theory of Mind”. However, this may make it difficult for ASD to use Theory of Mind immediately and flexibly. There is an executive function to makes a compensates for Theory of the Mind of ASD. Johnson (2012) and Moriguchi (2015) position executive functions as mediators of the ASD Theory of Mind. However, it is not clear which of the three levels of Theory of Mind can be affected. In the future, it will be necessary to pay attention to the process of Theory of Mind and to examine which stage the executive function is effective. It also describes the limits of intervention in the Theory of Mind by executive functions. Since executive function does not develop until they reach a certain age, it is thought that they cannot intervene in the difficulties of social communication in ASD until that time comes. Children with ASD do not get preference or joint attention to those who should have acquired before the Theory of Mind, but it can be difficult to intervene with executive functions for these difficulties. In the future, it will be necessary to search for other intervention methods that can be used in conjunction with interventions by executive functions, depending on the condition and age of ASD. | |||||
| 言語 | en | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学大学院教育発達科学研究科 | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/nupsych.66.1.4 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 1346-1729 | |||||
| ISSN（Online） | ||||||
| 収録物識別子タイプ | EISSN | |||||
| 収録物識別子 | 2434-1258 | |||||
| 書誌情報 |
ja : 名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 巻 66, p. 31-39, 発行日 2020-01-31 |
|||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
