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本实验采用混合设计的方法,以听觉输入刺激中的词序和词义为自变量,动作反应类型和反应时为因变量,对12名自闭症谱系障碍学生和以性别和生理年龄匹配的弱智学生进行了关于词序和词义在汉语简单句理解中的作用及相互关系的比较研究。实验结果显示:(1)自闭症学生汉语简单句理解中,词序和词义都产生显著作用,且两者存在交互作用;(2)自闭症学生和弱智学生完成本实验任务的反应类型和反应时均无显著差异;(3)部分自闭症学生在实验反应中表现出明显的固着性行为特征。
In this study, a hybrid design method was used. The word order and meaning in auditory input were used as independent variables, the type of motor response and the response time were dependent variables. Twelve autistic spectrum disorders students and mentally retarded students with gender and physiology age matched Carried out a comparative study of the role of word order and meaning in Chinese simple sentence comprehension. The experimental results show that: (1) Autism students have a significant role in word sequence and word meaning understanding in Chinese simple sentence understanding, and there is interaction between the two. (2) The autistic students and mentally handicapped students complete the reaction type and There was no significant difference in response time. (3) Some autistic students showed obvious fixation behavior during the experiment.