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|Other Titles:||Maternal Talk on Mental States and the Theory of Mind in Typically Developing Children and Children with Autism Spectrum Disorders|
National Taiwan Normal University Department of Special Education
Purpose: This study investigated the (1) theory of mind in typically developing children and in children with autism spectrum disorders, (2) mental state discourse in mother-child conversation during joint book reading, and (3) relationship between the theory-of-mind understanding of children and mothers' talk on mental states. Methods: Forty Mandarin Chinese-speaking children aged 4 to 6 years and their mothers living in Taipei, Taiwan participated in this study. Among the children, 20 were diagnosed with autism spectrum disorders (ASD), 10 children with high-functioning autism and 10 children with Asperger syndrome, and 20 were typically developing children. To control the language abilities of the two groups of children, each child was first administered the Peabody Picture Vocabulary Test-Revisited (PPVT-R; Lu & Liu, 1994). No significant difference was observed in the PPVT-R scores between the two groups. The two groups of children were then tested on seven tasks from various aspects of theory-of-mind understanding: diverse desire, diverse belief, knowledge access, content false belief, explicit false belief, belief-emotion, and real-apparent emotion (Wellman & Liu, 2004). The children were also asked to read a storybook entitled The Younger Rat Plays Hide and Seek with their mothers. The mother-child conversations during joint book reading were tape-recorded, transcribed, and coded into seven categories of mental state discourse: simple cognition, cognition clarification, simple affect, affect clarification, simple perception/attention, perception/attention clarification, and false belief ending (Slaughter, Peterson, & Mackintosh, 2007). The unit of coding was utterance. A coder separately coded 8 of 40 randomly selected transcripts. Cohen's kappa statistic was used to test the interrater reliability of coding. The result of the interrater agreements for coding was 94%. Results/Findings: Three main results were obtained in this study: (1) The ASD children scor
|Appears in Collections:||特殊教育研究學刊|
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