语言和非语言一阶和二阶心理理论任务组的开发和验证

T. Marinis, Maria Andreou, D. Bagioka, Franziska Baumeister, C. Bongartz, A. Czypionka, Angelika Golegos, E. Peristeri, Vasileia Skrimpa, Stéphanie Durrleman, Arhonto Terzi
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摘要

本文提出了一种新的心智理论(ToM)测评工具,通过对一阶和二阶错误信念(FB)任务的表现进行测评。该工具包包括一阶和二阶FB任务的语言和非语言版本;目前有希腊语和德语的口头版本。工具包中的场景针对可能影响性能的因素进行了平衡,例如FB的原因(欺骗、位置更改、意外内容)。为了验证我们的工具包,我们在两项研究中测试了非语言和语言版本的神经正常成年人的表现:研究1有50名母语为德语的人,研究2有50名母语为希腊语的人。两项研究的数据得出了相似的结果。参与者在所有条件下都表现良好,在二阶FB条件下比一阶FB条件下表现出略多的困难,在非语言版本的任务中比口头版本的任务。这表明,对于神经正常的成年人来说,这项任务处于敏感范围的高端,而对于儿童和有ToM困难的人群来说,这项任务有望在敏感范围内。在视频场景中,欺骗和结果类型等因素不会影响神经正常的成年人的行为,这表明该任务不存在与这些因素相关的任何混淆。言语版本和非言语版本的呈现顺序对表现有影响;从语言版本开始的参与者比从非语言版本开始的参与者表现稍好。这表明,神经正常的成年人在执行非言语的ToM任务时,使用语言来调节ToM的表现,并从语言介导的任务中学习。总之,我们的研究结果表明,工具包中的场景具有相当的难度,可以自由组合,以满足未来对神经正常儿童和自闭症个体的研究需求,以及其他已被证明在ToM中有困难的人群。基线和临界条件之间的差异可以被认为反映了ToM能力,而不是语言和基于任务的混淆因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind
This paper presents a new toolkit for assessing Theory of Mind (ToM) via performance in first and second-order false belief (FB) tasks. The toolkit includes verbal and non-verbal versions of first and second-order FB tasks; the verbal version is currently available in Greek and German. Scenarios in the toolkit are balanced for factors that may influence performance, like the reason for the FB (deception, change-of-location, unexpected content). To validate our toolkit, we tested the performance of neurotypical adults in the non-verbal and verbal versions in two studies: Study 1 with 50 native speakers of German and Study 2 with 50 native speakers of Greek. The data from both studies yield similar results. Participants performed well in all conditions, showing slightly more difficulties in the second- than first-order FB conditions, and in the non-verbal than the verbal version of the task. This suggests that the task is at the high end of the sensitive range for neurotypical adults, and is expected to be well inside the sensitive range for children and populations that have difficulties in ToM. Factors like deception and type of outcome in the video-scenarios did not influence the behavior of neurotypical adults, suggesting that the task does not have any confounds related to these factors. The order of presentation of the verbal and non-verbal version has an influence on performance; participants beginning with the verbal version performed slightly better than participants beginning with the non-verbal version. This suggests that neurotypical adults used language to mediate ToM performance and learn from a language-mediated task when performing a non-verbal ToM task. To conclude, our results show that the scenarios in the toolkit are of comparable difficulty and can be combined freely to match demands in future research with neurotypical children and autistic individuals, as well as other populations that have been shown to have difficulties in ToM. Differences between baseline and critical conditions can be assumed to reflect ToM abilities, rather than language and task-based confounding factors.
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