摘要
工作记忆是个体完成复杂认知活动的基础和核心要素,研究者日益关注从工作记忆训练视角探讨孤独症儿童认知功能发展的一般性干预路径。研究发现,工作记忆训练可有效提升孤独症儿童的工作记忆能力以及与之相关的其他认知功能,并调节其异常的行为与兴趣模式,但对其社交障碍的迁移效应仍缺乏一致的证据,且干预效果易受个体差异性、工具差异性的影响。容量扩展假说和效率提升假说在一定程度上解释了孤独症儿童工作记忆训练的认知机制,但有关其神经机制和特异性作用机制的探讨仍较为缺乏。未来还需加强对孤独症儿童工作记忆训练核心成分、影响因素与起效机制的探究,推进孤独症儿童工作记忆训练研究与教育干预实践的开展。
Working memory plays a key role in completing complex cognitive activities, which leads researchers to increasingly focus on exploring the cognitive intervention paths in children with autism spectrum disorder from the perspective of working memory training. Studies showed that working memory training can facilitate the working memory and other related cognitive functions of children with autism spectrum disorder and improve their repetitive and restrictive pattern of behaviors and interests. However, the far transfer effects of working memory training on their social-communication impairment are still controversial, and the training effects may be moderated by the individual differences of the subjects and the characteristics of training programs and evaluation tools. The increased working memory capacity and efficiency may underlie the cognitive mechanisms of working memory training in children with autism spectrum disorder, while its neural and distinctive mechanisms remain unclear. Future research needs to further explore the core components, moderators and specific mechanisms of working memory training in autistic children and promote educational intervention practices.
作者
宫慧娜
彭秦
GONG Huina;PENG Qin(College of Education,Central China Normal University,Wuhan,430079)
出处
《中国特殊教育》
CSSCI
北大核心
2022年第12期55-62,70,共9页
Chinese Journal of Special Education
基金
全国教育科学规划青年项目“工作记忆训练对听障学生汉语唇读能力的干预研究”(项目批准号:CBA220315)的研究成果。
关键词
孤独症儿童
工作记忆
认知训练
children with autism spectrum disorder
working memory
cognitive training
