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Training Conditions for Establishing Visual Level 2 Perspective-Taking in Children with Autism Spectrum Disorder

机译：建立视觉级别2的培训条件 - 以自闭症谱系障碍的儿童为例

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Perspective transformations that are considered the first step of visual level 2 perspective-taking (VPT2) are not highly active in children with autism spectrum disorder (ASD). We investigated training procedures to develop moving to another viewpoint and observing the view from the new viewpoint to establish VPT2. The Face Rotation Task was used as the VPT2 task in three experiments. Experiments 1 and 2 examined the time-lag from the removal of sample stimuli to the presentation of comparison stimuli. The results of the two experiments indicated that VPT2 was established when participants move from the self-viewpoint to the other’s viewpoint while continuing to look at the stimuli, and when participants move from the other’s viewpoint to the self-viewpoint while maintaining a representation from the other’s viewpoint. Eye movements during the presentation of sample stimuli were analyzed in Experiment 3. The results indicated the possibility of mutually looking at elements of a spatial array while performing the perspective transformation.
机译：被认为是视觉级别2的第一步的透视变换 - 服用（VPT2）在具有自闭症谱系障碍（ASD）的儿童中并不高度活跃。我们调查了培训程序，以发展转向另一个观点，并从新的观点观察建立VPT2的观点。面部旋转任务用作三个实验中的VPT2任务。实验1和2检查了从去除样品刺激到比较刺激的呈递中的时间滞后。两个实验的结果表明，当参与者从自我观点转向另一个观点时，VPT2成立了VPT2，同时继续看刺激，当参与者从另一个观点转向自我观点时，同时保持来自的同时其他的观点。在实验3中分析样品刺激呈现期间的眼球运动。结果表明了在执行透视变换的同时相互看着空间阵列的元件。

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