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首页> 外文学位 >Imitation, social engagement and representational play in typical and atypical development.
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Imitation, social engagement and representational play in typical and atypical development.

机译：模仿，社会参与和代表性在典型和非典型发展中的作用。

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摘要

The play of children with and without autism was observed to meet two main objectives: to describe the impaired as well as the unimpaired pretend play abilities of toddlers with autism, and to examine the interrelationship between representational play, immediate and deferred imitation, and triadic and dyadic forms of social engagement in typical and atypical development. Three models of the autism play deficit were evaluated. One model is consistent with Piaget's theory that the symbolic schemas expressed in play are enabled by deferred imitation (Piaget, 1962). A second model examined is consistent with Leslie's (1987) Theory of Mind Module theory. The third model, herein referred to as Rogers and Pennington's (1991) dyadic engagement model, posits a link in autism between impaired play and a primary disruption in reciprocal social interaction.;Participants. The seventy-three participants examined for this study included 35 children with Autistic Disorder (AD), 19 children with Developmental Delay of mixed etiology (DD), and 16 typically-developing toddlers (TD).;Methods. Both spontaneous and prompted (modeled) play conditions were recorded. Representational play maturity was evaluated based on the representation of agency (i.e., animating dolls), the symbolic transformation of objects, and the integration of play-acts into sequences of actions. In addition to the level of representational maturity demonstrated during each play condition, the investigation also focused on the frequency with which pretend play acts were performed.;Results. Autism-specific play differences were exposed in spontaneous as well as prompted play conditions and for symbolic as well as pre-symbolic (i.e. "functional") play. Deferred imitation uniquely predicted the spontaneous enactment of representational play acts but not the overall play maturity level, irrespective of diagnosis. When measures of dyadic engagement, joint attention, and immediate imitation were entered step-wise into a hierarchical regression model, only immediate imitation uniquely predicted symbolic play performance for children with autism.;Conclusion. The findings are consistent with a model of autism implicating multiple interrelated disruptions in social functioning beginning in infancy with reciprocal social exchanges such as imitation and affect mirroring.
机译：观察到有自闭症儿童和没有自闭症儿童的游戏达到两个主要目标：描述自闭症幼儿的假装游戏能力受损和不受损，并检验代表性游戏，即刻模仿和递延模仿以及三合会和在典型和非典型发展中的社会参与的二元形式。评价了三种自闭症游戏缺陷模型。一种模型与皮亚杰的理论相一致，皮亚杰的理论是游戏中表达的符号图式是通过延迟模仿来实现的（Piaget，1962）。考察的第二个模型与莱斯利（1987）的心理模块理论相一致。第三种模型，这里称为Rogers and Pennington（1991）的二元参与模型，在自闭症中在游戏障碍和对等社会互动的主要破坏之间建立了联系。该研究的73名参与者包括35名自闭症儿童（AD），19名混合病因发育迟缓儿童（DD）和16名典型发育的幼儿（TD）。记录自发的和提示的（模拟的）播放条件。具有代表性的游戏成熟度是根据代理机构的代表（即为动画娃娃），对象的符号转换以及将游戏角色整合为一系列动作来评估的。除了在每个游戏条件下表现出的代表性成熟度水平外，研究还集中于假装游戏行为的执行频率。在自发性和提示性游戏条件以及象征性和符号前（即“功能性”）游戏中，都会出现自闭症特定的游戏差异。延缓的模仿可以唯一地预测具有代表性的表演行为的自发性，而与整个游戏的成熟度无关，与诊断无关。当将二元参与度，共同注意力和即时模仿的度量逐步输入到层次回归模型中时，只有即时模仿才能唯一预测自闭症儿童的象征性游戏表现。这些发现与自闭症模型相一致，该模型自婴儿期起就伴随着互惠的社会交流（如模仿和情感镜像）牵涉到社会功能的多个相互关联的破坏。

著录项

  • 作者

    Cook, Ian Cameron.;

  • 作者单位

    University of California, Berkeley.;

  • 授予单位 University of California, Berkeley.;
  • 学科 Psychology Developmental.;Psychology Clinical.;Psychology Behavioral.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 110 p.
  • 总页数 110
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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