數理資優生與亞斯伯格症數理資優生神經心理特質之比較及思考、情意能力培訓研究,-亞斯伯格症與數理資優生之視覺理解與情緒表情推理歷程(II)
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Date
2013-07-31
Authors
王華沛
王慧婷
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Abstract
有一些資優生兼有亞斯伯格症特質。亞斯伯格症的學生在視覺及空間訊息處理優異，而在表情推理方面較為弱勢。本研究目的旨在以自編表情為題材之視覺訊息推理測驗（FEBT）探究患有及不患有亞斯伯格症的資優生於大腦活動情形、眼動和反應時間之相同及相異處。研究對象分三組：(1) 數理資優大學生；(2)患有亞斯伯格症的數理資優大學生；及 (3)一般不患有亞斯伯格症之非數理資優大學生。研究地點為台灣師範大學及台大醫院實驗室。此研究分三年期進行：(1) 第一年：自編測驗工具發展（FEBT）(2) 第二年：研究對象徵收及針對三群研究對象做FEBT 測驗施測，及眼動、正確率及反應時間之測量；(3) 第三年：由第二年結果，發展社交技巧訓練教材及訓練受試者。預期結果能協助相關專業人員進行研發及設計表情推理教材，針對需要社交技巧訓練之自閉症學生、亞斯伯格症學生及其他障礙類別實施教育訓練。研究目前進行至第一年FEBT測驗發展，發展成果令人深信第二、三年的研究任務亦能如計畫實施，達到預期結果與貢獻。
A population of students with talents also possesses Asperger syndrome characteristics. Students with Asperger syndrome are superior in visual/spatial processing, but inferior in facial processing. The purpose of this study is to investigate the commonalities and differences of the brain anatomy, eye tracking and response time of talented students with and without Asperger syndrome when administered self-developed facial-expression-based visual perception and sequential reasoning test (FEBT). Three groups of participants will be recruited: (A) College students with mathematics and science talents, (B) college students with both Asperger syndrome and mathematics and science talents, and (C) general college students without Asperger syndrome and mathematics and science talents. This study will be conducted at the National Taiwan Normal University and National Taiwan University Hospital laboratories. This study requires three years to complete: (A) First year: development of the Facial-Expression-Based visual perception and sequential reasoning Test (FEBT); (B) Second year: recruitment of participants and administration of the developed FEBT from the first year, eye tracking, accuracy rate, and response time on the three target participant groups; (C) Third year: development of the social skills training protocol on facial processing based on the results from the second year and implementation of the training on the participants. The expected study outcomes will assist professionals design and implement a facial processing learning intervention protocol for students with autism, Asperger syndrome, and other disabilities who require social skills improvement. The so far results of the first year FEBT development brings confidence to the investigators in executing the second and third year tasks and thus makes contribution to the field.
A population of students with talents also possesses Asperger syndrome characteristics. Students with Asperger syndrome are superior in visual/spatial processing, but inferior in facial processing. The purpose of this study is to investigate the commonalities and differences of the brain anatomy, eye tracking and response time of talented students with and without Asperger syndrome when administered self-developed facial-expression-based visual perception and sequential reasoning test (FEBT). Three groups of participants will be recruited: (A) College students with mathematics and science talents, (B) college students with both Asperger syndrome and mathematics and science talents, and (C) general college students without Asperger syndrome and mathematics and science talents. This study will be conducted at the National Taiwan Normal University and National Taiwan University Hospital laboratories. This study requires three years to complete: (A) First year: development of the Facial-Expression-Based visual perception and sequential reasoning Test (FEBT); (B) Second year: recruitment of participants and administration of the developed FEBT from the first year, eye tracking, accuracy rate, and response time on the three target participant groups; (C) Third year: development of the social skills training protocol on facial processing based on the results from the second year and implementation of the training on the participants. The expected study outcomes will assist professionals design and implement a facial processing learning intervention protocol for students with autism, Asperger syndrome, and other disabilities who require social skills improvement. The so far results of the first year FEBT development brings confidence to the investigators in executing the second and third year tasks and thus makes contribution to the field.