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解读自闭症的“心理理论缺损假设” :认知模块观的视角

邓赐平 刘明

邓赐平, 刘明. 解读自闭症的“心理理论缺损假设” :认知模块观的视角[J]. 华东师范大学学报(教育科学版), 2005, 23(4): 53-58. doi: 10.16382/j.cnki.1000-5560.2005.04.008
引用本文: 邓赐平, 刘明. 解读自闭症的“心理理论缺损假设” :认知模块观的视角[J]. 华东师范大学学报(教育科学版), 2005, 23(4): 53-58. doi: 10.16382/j.cnki.1000-5560.2005.04.008

解读自闭症的“心理理论缺损假设” :认知模块观的视角

doi: 10.16382/j.cnki.1000-5560.2005.04.008
基金项目: 

全国教育科学“十五”规划青年专项课题 EBA010433

详细信息
    作者简介:

    邓赐平(1970—), 男, 博士, 华东师范大学心理学系副教授

    刘明(1974—), 女, 华东师范大学特殊教育系讲师

  • 中图分类号: B844

  • 摘要: 关于心理理论(T heory of M ind, T oM)习得机制的论争, 特别是模块论与一般学习理论之间的论争, 是近年来认知发展机制研究领域最为炙手可热的论题之一。而其中关于自闭症患者T oM发展异常的研究, 已然成为这一论争的一个重要场所。本文试图基于来自自闭症儿童T oM发展研究的相关证据, 论述模块论假设在解释这些事实上的效能及来自反对阵营的质疑, 并尝试探悉该理论路线的发展方向。
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出版历程
  • 收稿日期:  2005-10-01
  • 刊出日期:  2005-12-01

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