想法解讀內(nèi)容想法解讀TheoryofMind課件

社會(huì)福利署臨床心理服務(wù)科中央心理輔助服務(wù)混合幼兒中心員工訓(xùn)練工作坊自閉癥兒童訓(xùn)練－想法解讀社會(huì)福利署1內(nèi)容想法解讀TheoryofMind(ToM)的理論基礎(chǔ)自閉癥兒童的社交及溝通障礙ToM評(píng)估方法ToM訓(xùn)練方法本地教材介紹內(nèi)容想法解讀TheoryofMind(ToM)的理論基2想法解讀的理論基礎(chǔ)（ToM)想法解讀的理論基礎(chǔ)（ToM)3ToM理論基礎(chǔ)於70年代學(xué)者研究猿猴類動(dòng)物能否理解想法而提出的理論(Premack&Woodruffm,1978)80年代其他學(xué)者將理論應(yīng)用於兒童的研究上，發(fā)現(xiàn)它能解釋很多自閉癥狀的成因(Baron-Cohen,Lewslie&Frith,1985)，例如：不會(huì)指著一些東西叫人看不能維持互動(dòng)式的應(yīng)對(duì)很少說出自己的想法及意念不懂辨別較複雜的感受ToM理論基礎(chǔ)於70年代學(xué)者研究猿猴類動(dòng)物能否理解想法而提出4ToM理論基礎(chǔ)定義：推測(cè)別人想法的能力（想法泛指信念、AbilitytousethisawarenesstointerpretsocialbehaviorKnowdifferentthingsHavedifferentfeelingsAremotivatedbydifferentthingsEtc.ToM理論基礎(chǔ)定義：推測(cè)別人想法的能力（想法泛指信念、Abi5TOMhasamajorinfluenceoncommunication1.HelpdecidewhentocommunicateIsalisteneravailable?What’sthelistenerdoing?What’sthefeelingofthelistener?Wills/hewanttobeinterrupted?TOMhasamajorinfluenceonc62.HelpsshapeselectionofcontentIsitrelevant/importanttothelistener?BackgroundknowledgeSharedknowledege?WhatinformationisneededHowmuchdetail?2.Helpsshapeselectionofco73.HelpsshapeselectionofformListener’sproximity?Listener’svisualperspective?Comprehensionlevel?RelationshipTimeconstraints?3.Helpsshapeselectionoffo8“Effectiveconversationreliesonanunderstandingthatpeopleknowdifferentthingsandthatthesestatesofknowledgecanbeshared.”(Hadwin,Baron-Cohen,Howlin&Hill,1997)“Effectiveconversationrelies9AssumptionsTypicallearnersautomaticallyinterpretsocialbehaviorbyassigningmotivestotheagentsofaction(mind-reading)TOMhelpsustomakesenseoutofseeminglydisconnectedutterancesMind-readingisdonereflexivelyandtheskillsarepartofthebrain’sinnate“cognitvestructure”.AssumptionsTypicallearnersau10TheoryofMind

Baron-Cohen(1995)TOMisdefinedastheability"toattributementalstatetooneselfandtoothersandtointerpretbehaviorintermsofmentalstates...mentalstatesareunobservableentitiesthatweusequitesuccessfullytoexplainandpredictbehavior"Inorderforpeopletohaveatheoryofmindmechanism(ToMM),theymustalsohaveasharedattentionmechanism(SAM),whichhappenswhentwopeoplefocustheirattentiononthesameobject.TheSAMuses"availableinformationabouttheperceptualstateofanotherperson(oranimal)…Itthencomputessharedattentionsbycomparinganotheragent'sperceptualstatewiththeself'scurrentperceptualstate”TheoryofMind

Baron-Cohen(1111.Intentionalitydetector(ID)AperceptualdeviceActivatedwheneverinputidentifiessomethingasanpotentialagentofactionInterpretsmotionasgoal-orientedbehaviorMind-readingCognitiveStructures1.Intentionalitydetector(ID12視線偵察……視線偵察……13Mind-readingCognitiveStructures2.Eyedirectiondetector(EDD)Noticesanotherperson’seyesNoticesdirectionofgaze“Iknowwhatyousee”Mind-readingCognitiveStructu14Mind-readingCognitiveStructures3.SharedAttentionMechanism(SAM)Buildstriadicrepresentation“IknowthatyouseewhatIsee”Mind-readingCognitiveStructu15Mind-readingCognitiveStructures4.TOMMechanism(TOMM)AbilitytoinferfullrangeofmentalstatesPerceptionsFeelingsDesiresIntentionsKnowledgeRetainsinmemoryandupdateinformationMind-readingCognitiveStructu16TheMindreadingMechanismIDMovingstimulusEDSharedJointAttn.Eye-likestimuliSAMFollowgazeRecognizeagentTOMMInferfullrangeofmentalstatesStoreinfo&useaspartofthetheoryTheMindreadingMechanismIDMov17TheoriesaboutTOMandAutismSimonBaronCohen(1995)LearnerswithautismhaveaspecificTOMdeficit(i.e.mindblindness)ImpliesthatThecognitivewiringisabsent-damagedTheabilitymaynotbeteachableTheoriesaboutTOMandAutismS18OtherTheories:

Winner(2002)viewsTOMdeficitsonaspectrum,likeASDMB:Mindblindness–completelackofTOMskillsEPT:emergingperspectivetakers–passtasks;don’tgeneralizeIIPT:ImpairmentofInteractivePerspectiveTakingTOM:Normalsocialinferencingskills

AssumesTOMskillsofchildreninthemiddlecanbeenhancedthroughinstructionOtherTheories: Winner(2002)19心智解讀是……明白別人擁有思想、信念、願(yuàn)望、動(dòng)機(jī)及感覺(各樣精神狀態(tài))

重要性:

了解別人的動(dòng)機(jī)有助我們預(yù)測(cè)別人(包括敵人)的行為心智解讀是……明白別人擁有思想、信念、願(yuàn)望、動(dòng)機(jī)20自閉癥兒童的社交及溝通障礙自閉癥兒童的社交及溝通障礙21自閉癥兒童的特徵語言及溝通社交假想能力固執(zhí)行為及狹隘的興趣自閉癥兒童的特徵22自閉癥早期之特徵……目光接觸互聯(lián)注意假想遊戲?qū)θ说姆磻?yīng)模仿力非語言溝通模式語言社交回應(yīng)(微笑)與友伴的關(guān)係自閉癥早期之特徵……目光接觸非語言溝通模式23研究結(jié)果……約有八成以上的自閉癥兒童並未能通過心智解讀的測(cè)試研究結(jié)果……約有八成以上的自閉癥兒童並未能通過24研究結(jié)果自閉癥兒童發(fā)展正常兒童唐氏綜合癥兒童Baron-Cohen,Leslie,A.M.,&Frith,U.(1985)研究結(jié)果自閉癥兒童發(fā)展正常唐氏綜合癥Baron-Cohen,25自閉癥兒童的心智解讀能力一般幼兒自閉癥幼兒留意別人的視線來了解別人的目的九至十八個(gè)月三至七歲錯(cuò)誤信念四歲八至十四歲自閉癥兒童的心智解讀能力一般幼兒自閉癥幼兒留意別人的視線來了26心智解讀是……自閉癥兒童因心智解讀能力較弱

不能解讀別人的心智

不能鑑貌辨色

不能預(yù)知?jiǎng)e人下一步的行動(dòng)心智解讀是……自閉癥兒童因心智解讀能力較弱27心智解讀是……

以為自己看到的(視線)，別人也能看到不能投入假想遊戲

不能分辨想像與真實(shí)的世界

不能理解說話中比喻及諷刺的真正意思心智解讀是……

以為自己看到的(視線)，別人也28ToM評(píng)估方法ToM評(píng)估方法29SixteenFrequentlyUsedMeasuresTestsofmental-physicaldistinctionBrainfunctionstestsTheappearance-realitydistinctionFirst-orderfalse-belieftasksSeeleadstoknowingtasksTestsofrecognizingmental-statewordsSpontaneoususeofmentalstatewordsTestsoftheproductionofspontaneouspretendplaySixteenFrequentlyUsedMeasur30SixteenFrequentlyUsedMeasuresTestsofunderstandingmorecomplexcausesofemotionTestsofinferringthought/intentfromgazedirectionTestsofbeingabletomonitorone’sownintentionsTestsofdeceptionTestsofunderstandingmetaphor,sarcasm&ironyTestsofpragmaticsMeasuresofcorrelationwithreal-lifesocialskillsSecondorderfalse-belief(FB)testsSixteenFrequentlyUsedMeasur31ToM訓(xùn)練方法ToM訓(xùn)練方法32InterventionResearchASDlearnerscanbetaughttopassFBtasksManydon’tgeneralizeknowledgeinvivoSomegeneralisedirectexperienceFBtasktotraditionaltask(picture-based)SomestudiesfoundnodifferentinteractionfollowingtrainingonFBtaskButtrainingtookplaceovershorttimeMaybeASDlearnersneedmoreintensepracticeMaybetheyneedtobetaughtgeneralizationInterventionResearchASDlearn33InterventionResearchOnestudyfoundcorrelationbetweenVinelandscoresandTOMskillsVinelandwasadaptedtoincludemoreQsaboutperspectivetakingCorrelationsvariedbystrengthofTOM(higherforASDwhocouldpassFBtasks,lowerforthosejustlearnedtopassthem)Someteachingstrategieslookedmorepromisingthanothers(e.g.teaching“thoughtsarelikepicturesinyourhead”)IfASDhaveproblemwithoverselection,TeachthemwhattoattendtoTeachthemwhattoignoreInterventionResearchOnestudy34InterventionResearchCognitivesciencehasbeenhelpfulinShowingthatASDdopoorlyonFBtasksShowingthatFBtaskscanbelearnedIdentifyingsomeprostheticsthatcanbeusedtoteachitCognitivesciencehasnotshownHowtoidentifyoverselectioninvivoHowtoteachASDtolookforrelevantcuresHowtoteachtoASDtomakeinferencesfromcuesInterventionResearchCognitive35心智解讀的基礎(chǔ)心智解讀學(xué)習(xí)程度≥24個(gè)月語言表達(dá)及理解程度≥24個(gè)月

學(xué)習(xí)程度≥48個(gè)月語言表達(dá)及理解程度≥42個(gè)月

心智解讀的基礎(chǔ)心智解讀學(xué)習(xí)程度≥24個(gè)月學(xué)習(xí)程度≥436掌握心智解讀的能力有何用?懂得鑑貌辨色增加假想能力提升EQ明白說話背後的意思改善社交關(guān)係懂得美麗的謊言發(fā)展自省的能力提升溝通能力掌握心智解讀的能力有何用?懂得鑑貌辨色增加假想能力提升EQ明37心思材料特性食客口味烹調(diào)方法選材及份量食客反應(yīng)心思材料食客烹調(diào)選材及食客38心智解讀材料特性心智解讀是什麼？心智解讀材料心智解讀是什麼？39心智解讀食客口味適合嗎？透過評(píng)估了解兒童的心智解讀發(fā)展至那一個(gè)階段心智解讀食客適合嗎？40心智解讀選材及份量按評(píng)估結(jié)果釐定訓(xùn)練目標(biāo)選擇訓(xùn)練重點(diǎn)/比重/先後次序心智解讀選材及按評(píng)估結(jié)果41心智解讀烹調(diào)方法形式(個(gè)別、小組)小組組合(全部自閉癥兒童/混合發(fā)展遲緩兒童)家長參與心智解讀烹調(diào)形式(個(gè)別、小組)42心智解讀食客反應(yīng)檢討兒童學(xué)習(xí)進(jìn)度/掌握能力心智解讀食客檢討兒童學(xué)習(xí)進(jìn)度/掌握能力43心智解讀─教導(dǎo)時(shí)需注意的事