Do Verbal Proposition Cues Facilitate False-Belief Reasoning in Children with Autism Spectrum Disorder? An Intervention Study

Fujino Hiroshi, Matsui Tomoko, Tojo Yoshikuni, Hakarino Koichiro

doi:10.11201/jjdp.28.106

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Other Title

言語的命題化は自閉スペクトラム症児の誤信念理解を促進するか？：介入実験による検証
ゲンゴテキメイダイカワジヘイスペクトラムショウジノゴシンネンリカイオソクシンスルカ? : カイニュウジッケンニヨルケンショウ

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<p>We investigated the effect of verbal proposition cues related to the basic principle of false-belief in children with Autism Spectrum Disorder (ASD), and discussed the findings from the perspective of verbal ability. The participants were 54 children with ASD from 6–12 years of age. A pre-test was administered using a false-belief task. Twenty-nine children who did not pass the pre-test were given another false-belief task as an intervention. In this task, the ‘seeing leads to knowing' principle was provided verbally before the belief question. Children who passed this task were given another false-belief task without verbal cues as a post-test for a probe. They were also asked to state the reasons for their answers. Four children passed the intervention task and post-test, and two children among them referred to relations between perception and knowledge as reasons for their answers. Their verbal ages were over 10 years. These results suggest that verbal proposition cues can facilitate false-belief reasoning, in ASD children with a verbal age of 10 years who can understand the false-belief principle and generalize from it.</p>

Journal

The Japanese Journal of Developmental Psychology

The Japanese Journal of Developmental Psychology 28 (2), 106-114, 2017

Japan Society of Developmental Psychology

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