言语行为的关系框架理论视角:孤独症谱系障碍的新探索
Relational frame theory: It's application in children with autism spectrum disorders
查看参考文献30篇
|
文摘
|
语言功能异常是孤独症谱系障碍(ASD)的典型症状之一。1957年,斯金纳从行为学角度提出"言语行为",认为人们获得表达和理解语言的能力与学会走路、跳舞等行为的原理相同。2001年,海斯等人在斯金纳的基础上提出关于人类语言和认知的新视角--关系框架理论(Relational Frame Theory, RFT),澄清了语言的推衍性实质,认为言语行为是将一个刺激与其他刺激建立关系框架的过程。研究表明基于RFT的多范例训练可以提升ASD患者的推衍关系反应水平,且推衍关系反应与语言和认知功能的发展高相关。未来RFT的研究可以探索如何通过推衍关系反应训练修复ASD患者的语言和认知功能缺陷。 |
|
其他语种文摘
|
Language dysfunction is one of the core symptoms of children with autism spectrum disorders. In 1957, Skinner put forward the concept of Verbal Behavior. He believed that the underlying process of learning to comprehend and speak language is fundamentally similar to the process of other observable behaviors, such as walking and dancing. In 2001, based on the theoretical foundation of verbal behavior, Hayes et.al proposed a new perspective of human language and cognition, Relational Frame Theory, which explains linguistic generativity in terms of learned contextually controlled relational responding referred to as relational framing. It predicts that language, especially the derived relational responding ability of children with ASD, could be learned via multiple exemplar training. Researches on ASD revealed that the enhancement of relational responding was related with the improvement of linguistic and cognitive competence. Future research could explore the learning model based on RFT to repair the language and cognition dysfunction of children with ASD. |
|
来源
|
心理科学进展
,2017,25(8):1321-1326 【核心库】
|
|
DOI
|
10.3724/SP.J.1042.2017.01321
|
|
关键词
|
言语行为
;
关系框架理论
;
推衍关系反应
;
孤独症谱系障碍
;
多范例训练
|
|
地址
|
中国科学院心理研究所, 中国科学院心理健康重点实验室, 北京, 100101
|
|
语种
|
中文 |
|
文献类型
|
研究性论文 |
|
ISSN
|
1671-3710 |
|
学科
|
社会科学总论;神经病学与精神病学 |
|
基金
|
北京市科技计划项目
|
|
文献收藏号
|
CSCD:6047967
|
参考文献 共
30
共2页
|
|
1.
潘氏茶楣.
走出孤独:自闭症儿童的语言障碍特征分类、评估及康复研究(博士学位论文),2016
|
被引
1
次
|
|
|
|
|
2.
黄伟合(译).
VB-MAPP语言行为里程碑评估及安置程序,2014
|
被引
1
次
|
|
|
|
|
3.
王淑娟. 关系框架理论:接纳与承诺治疗的理论基础(述评).
中国心理卫生杂志,2012,26:877-880
|
被引
12
次
|
|
|
|
|
4.
Baltruschat L. The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism.
The Psychological Record,2012,62:549-561
|
被引
2
次
|
|
|
|
|
5.
Barnes-Holmes D. Relational frame theory and Skinner's verbal behavior: A possible synthesis.
The Behavior Analyst,2000,23:69-84
|
被引
1
次
|
|
|
|
|
6.
Barnes-Holmes Y. Relational frame theory: A post-Skinnerian account of human language and cognition.
Advances in Child Development and Behavior,2002,28:101-138
|
被引
1
次
|
|
|
|
|
7.
Berens N M. Arbitrarily applicable comparative relations: Experimental evidence for a relational operant.
Journal of Applied Behavior Analysis,2007,40:45-71
|
被引
1
次
|
|
|
|
|
8.
Cassidy S. A relational frame training intervention to raise intelligence quotients: A pilot study.
The Psychological Record,2011,61:173-198
|
被引
1
次
|
|
|
|
|
9.
Dymond S. Evaluating the evidence base for relational frame theory: A citation analysis.
The Behavior Analyst,2010,33:97-117
|
被引
1
次
|
|
|
|
|
10.
Foody M. An empirical investigation of hierarchical versus distinction relations in a self-based ACT exercise.
International Journal of Psychology and Psychological Therapy,2013,13:373-388
|
被引
1
次
|
|
|
|
|
11.
Hayes J. Assessing and training young children in same and different relations using the relational evaluation procedure (REP).
The Psychological Record,2016,66:547-561
|
被引
1
次
|
|
|
|
|
12.
Hughes S. Associative concept learning, stimulus equivalence, and relational frame theory: Working out the similarities and differences between human and nonhuman behavior.
Journal of the Experimental Analysis of Behavior,2014,101:156-160
|
被引
1
次
|
|
|
|
|
13.
Kilroe H. Using the T-IRAP interactive computer program and applied behavior analysis to teach relational responding in children with autism.
Behavioral Development Bulletin,2014,19:60-80
|
被引
1
次
|
|
|
|
|
14.
Kishita N. The training and assessment of relational precursors and abilities (TARPA): A follow-up study with typically developing children.
Journal of Contextual Behavioral Science,2013,2:15-21
|
被引
1
次
|
|
|
|
|
15.
Lai M C. Autism.
The Lancet,2014,383:896-910
|
被引
73
次
|
|
|
|
|
16.
Lee G P. A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism.
Research in Autism Spectrum Disorders,2015,19:72-81
|
被引
1
次
|
|
|
|
|
17.
Luciano C. The role of multiple-exemplar training and naming in establishing derived equivalence in an infant.
Journal of the Experimental Analysis of Behavior,2007,87:349-365
|
被引
1
次
|
|
|
|
|
18.
Moran L. Brief report: The training and assessment of relational precursors and abilities (TARPA): A preliminary analysis.
Journal of Autism and Developmental Disorders,2010,40:1149-1153
|
被引
1
次
|
|
|
|
|
19.
Moran L. Relational ability and language performance in children with autism spectrum disorders and typically developing children: A further test of the TARPA protocol.
The Psychological Record,2014,64:233-251
|
被引
1
次
|
|
|
|
|
20.
Moran L. Correlating derived relational responding with linguistic and cognitive ability in children with Autism Spectrum Disorders.
Research in Autism Spectrum Disorders,2015,19:32-43
|
被引
1
次
|
|
|
|
|
了解气象卫星更多信息，请访问