بررسی ارتباط بین زبان بیان کنندۀ حالات ذهنی و توانایی‌های نظریۀ ذهن در داستان‌های روایت شدۀ کودکان تک‌زبانۀ دچارِ اختلالِ طیفِ اُتیسم و بدون اختلالِ طیفِ اُتیسم

نوع مقاله : علمی-پژوهشی

نویسندگان
سمیه مروتی 1
علی جمالی 2
1 دانشجوی دکتری زبانشناسی همگانی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران
2 استادیارگروه زبان و ادبیات انگلیسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران
10.30465/lsi.2024.44442.1662
چکیده
پژوهش حاضر با استفاده از یک کتابچۀ مصور، زبان مورد استفاده برای توصیف افکار و احساسات شخصیت‌های داستان را در داستان‌های روایت‌شدۀ کودکان با اختلالِ طیفِ اُتیسم و کودکان با رشد زبانی طبیعی را مورد بررسی قرار می‌دهد (یعنی، زبان بیان کنندۀ حالات درونی). نمونۀ پژوهش شامل 21 کودک دچار اُتیسم و 24 کودک طبیعی تشکیل بود که از نظر جنسیت؛ هوش و همچنین واژگان دریافتی و بیانی با یکدیگر همتا شده بودند. پژوهش حاضر دارای سه یافتۀ مهم بود. اول اینکه، به‌رغم عملکرد مشابه در آزمون‌های استاندارد زبانی؛ تعداد پاره‌گفته‌ها و واژه‌های تولیدشده در داستان‌ها و گسترۀ صفت‌ها و افعال تولیدشده در داستان‌های روایت شده توسط کودکان دچار اُتیسم در مقایسه با کودکان طبیعی کمتر بود. دوم اینکه، پس از کنترل طول داستان؛ در داستان‌های روایت شده توسط کودکان دچار اُتیسم در مقایسه با داستان‌های روایت شده توسط کودکان طبیعی کمتر به احساسات و عواطف شخصیت‌های داستان اشاره شده بود. در نهایت اینکه، یافته‌های پژوهش حاضر نشان داد که بین استفادۀ کودکان از اصطلاحات بیان کنندۀ عواطف و احساسات و عملکرد آنها در مجموعه‌ای از تکالیف تجربی که توانایی‌های نظریۀ ذهن را مورد ارزیابی قرار می‌دهند، رابطه‌ای خاص وجود دارد. نتایج پژوهش حاضر نشان می‌دهد که مهارت‌‌های ضعیف روایت داستان در کودکان دچار اختلالِ طیفِ اُتیسم ممکن است حداقل تا حدودی به نقص در توانایی آنها برای تفسیر افکار و حالات درونی دیگران ارتباط داشته باشد.
کلیدواژه‌ها
اختلالِ طیفِ اُتیسم
روایت داستان
زبان بیان‌کنندۀ حالات ذهنی
نظریۀ ذهن

عنوان مقاله English

The relation of internal state language and theory of mind abilities in the narratives of children with autism spectrum disorder and normal developing children

نویسندگان English

Somayeh Morovati 1
Ali Jamali 2
1 Ph.D. Student of Linguistics, Department of English Language and Literature, Ilam Branch, Islamic Azad university, Ilam, Iran.
2 Assistant Professor, Department of English Language and Literature, Ilam Branch, Islamic Azad university, Ilam, Iran
چکیده English

Objective: The present study investigates the narratives of children with autism spectrum disorder and normal developing children focusing on the language used to describe character’s thoughts and emotions (i.e., internal state language, ISL). Method: the sample of the study consisted of 21 autistic children and 24 normal developing children who were matched on IQ, receptive and expressive vocabulary. Results: The present study had three major findings: First, despite equivalent performance on standardized language assessments, the volume of children’s narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children’s use of emotion terms and their performance on a battery of experimental tasks evaluating children’s Theory of Mind abilities. Conclusions: The results of the study showed that the poor narrative skills of children with ASD may at least in part be attributed to deficits in the ability to interpret others’ thoughts internal states.

کلیدواژه‌ها English

Autism Spectrum Disorder
Narrative
Internal state language
Theory of Mind (ToM)
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زبان و زبان‌شناسی
دوره 19، شماره 38
شهریور 1402
صفحه 155-180