透视和促进ASD学前儿童“社会脑”发展——神经可塑敏感期的教育干预模式之建构

周念丽

透视和促进ASD学前儿童“社会脑”发展——神经可塑敏感期的教育干预模式之建构

周念丽

华东师范大学学前教育与特殊教育学院，上海 200062

基金项目:

上海市教育科学重点研究项目“自闭症儿童社会认知的虚拟现实与真实情景的比较” A1007

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- 文章访问数: 327
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- 被引次数: 0
出版历程
- 刊出日期: 2013-06-20

Perspective and Promoting Social Brain of the Young Children with Autistic Spectrum Disorder

Zhou Nianli

摘要

摘要: 自闭症谱系障碍儿童的显著特征之一是社会认知能力薄弱。原因在于，他们在接受和处理来自他人的情绪刺激以及识别他人面部特征时，相关的皮质活动处于弱激活状态或异常区域激活。通过对处在神经可塑敏感期的自闭症谱系障碍学前儿童进行有效的教育干预，可促进其“社会脑”的发展，而这必须有机整合专家系统、技术系统和数据系统。
- 自闭症谱系障碍儿童 /
- 社会脑 /
- 神经可塑敏感期 /
- 应用系统集成干预模式

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图 1 “社会脑”区域印象图

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图 2 促进ASD儿童“社会脑”的应用系统集成干预模式

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