目的 探讨孤独症儿童对不同呈现类型图片的理解能力。方法 2016年11月至2017年3月,观察30例7~14岁特殊教育学校的孤独症学生对图片呈现的人物类型、连续性、顺序性的理解能力,用眼动仪记录注视点和热点。结果 孤独症儿童对卡通人物、连续、不按事件发展顺序排列的图片理解分最高(F=9.99, P<0.001);理解正确率与热点图分布无关(r=0.27, P>0.05);以直接经验或间接经验为主、一定范围内省略图片数量等对理解能力没有影响(t<1.522, P>0.05)。结论 与陌生的真实人物比较,形象固定的卡通人物的日常行为更有利于孤独症儿童理解;打乱图片顺序和按事件顺序省略部分图片并不影响对图片的理解,符合中枢统合不足的假说。

Objective To explore the impact of different presentations on the image understanding of children with autism. Methods From November, 2016 to March, 2017, 30 pupils with autism aged seven to 14 years in the special education school were observed the understanding of picture, in term of characters, continuations and sequences, and their focus was recorded with the eye tracker. Results The comprehension score was the highest for the picture with cartoon characters, continuous and non-sequential (F=9.99, P<0.001). There was no correlation between the distribution of the focus and comprehension rate (r=0.27, P>0.05). Direct or indirect experience and omiting content did not impact the comprehension rate (t<1.522, P>0.05).Conclusion Compared with strange photos, images of fixed cartoon characters are more conducive to understand for children with autism. Disrupting the order of the picture and omitting some of the sequence do not affect the understanding, which is consistent with the theoretical hypothesis of central insufficiency.