<Short Report>Effects of Instructions Promoting the Movement to Another Person's Viewpoint on Spatial Perspective-Taking Skills in a Child Suspected with Asperger's Disorder

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  • <短報>アスペルガー障害が疑われる児童の空間的視点取得に関する検討 : 他者視点方向への視点移動を促す教示の効果に着目して
  • アスペルガー障害が疑われる児童の空間的視点取得に関する検討 : 他者視点方向への視点移動を促す教示の効果に着目して
  • アスペルガー ショウガイ ガ ウタガワレル ジドウ ノ クウカンテキ シテン シュトク ニ カンスル ケントウ : タシャ シテン ホウコウ エ ノ シテン イドウ オ ウナガス キョウジ ノ コウカ ニ チャクモク シテ

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The present study examined effects of instructions promoting the movement to another person's viewpoint on spatial perspective-taking skills in a child suspected with Asperger's disorder. We conducted theory of mind and standard spatial perspective-taking tasks as preliminary experiments, which showed that his results were comparable to a typically developed child's performance. Subsequently, spatial perspective-taking tasks added to explicit/implicit instructions on the view were conducted. As a result, percentage of correct responses was affected by instructions promoting the movement to viewpoint of miniature car. In addition, he turned spontaneously his head or face to viewpoint of miniature car in explicit instructions condition. In conclusion, results suggested that explicit instructions produced behaviors based on another person's viewpoint, and that these behaviors might play a role of correctness feedback.



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