神戸大学附属図書館デジタルアーカイブ
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https://doi.org/10.24546/00391936
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2024-04-27
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00391936 (fulltext)
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1.38 MB
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メタデータID
00391936
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open access
出版タイプ
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タイトル
Development and sex differences in social communication from primary school to adolescence : Formulation of an advanced test of theory of mind, Japanese version
著者
著者名
Itoh, Masako
所属機関名
神戸大学医学部保健学科
著者名
Takada, Satoshi
所属機関名
神戸大学大学院医学系研究科保健学専攻
収録物名
Bulletin of health sciences Kobe
巻(号)
19
ページ
63-79
出版者
Graduate School of Health Sciences, Kobe University
刊行日
2004-03-25
公開日
2006-09-11
注記
本文ファイルは、国立情報学研究所CiNiiより提供されたものです。
抄録
Backgrounds and Methods : Children exhibiting high functioning autism (HFA) and Asperger's disorder (AS) are generally characterized by poor social communication. To develop a method to evaluate theirskills, we devised a new advanced test of theory of mind, modified and adaptable to Japanese cultural traits, comprised of ten tasks, based on Happe's test. This study covers normal 1,204 children and 55 young adults and is intended to clarify age and sex differences in social communication of children ranging from primary school to adolescence. Results : The probability of succeeding in the tasks increases with subject age. The 50% passing rate for tasks evaluating the subject's grasp of lies, simile, pretending, appearance/reality, and contrary emotion was achieved by first graders. Similarly, a 50% success rate for the tasks evaluating understanding of white lies and metaphor was achieved by second graders ; joke and persuasion by fourth graders ; and sarcasm by fifth graders. With respect to sex differences, the five tasks of appearance/reality, whitelies, metaphor, joke, and persuasion areaccomplished by female subjects one yearbefore male counterparts. For the two tasks evaluating understanding of sarcasm and persuasion, male students are unableto achieve an 80% success rate even in the ninth grade. Even for young adults, the probability of succeeding in the task of persuasion is significantly higher with female subjects. Conclusions : The results of our study indicate that in handling problems in interpersonal relations, we must recognize developmental differences in social communication with respect to age and sex before attempting interventions.
キーワード
Theory of mind
social communication
development
sex differences
primary school to adolescence
カテゴリ
Bulletin of health sciences Kobe
>
19号(2004-03-25)
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資源タイプ
departmental bulletin paper
言語
English (英語)
ISSN
1346-8707
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AA11316362
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NAID
110004599700
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