Stage Characteristics and Neurobehavioral Mechanisms of Emotional Cognition in Children with Autism Spectrum Disorder: A Multidimensional Perspective

CHEN Jing-ying; YANG Zhi-yi

doi:10.3969/j.issn.1672-4933.2026.02.004

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Stage Characteristics and Neurobehavioral Mechanisms of Emotional Cognition in Children with Autism Spectrum Disorder: A Multidimensional Perspective

Artificial Intelligence Rehabilitation Education | 更新时间：2026-03-17

- Stage Characteristics and Neurobehavioral Mechanisms of Emotional Cognition in Children with Autism Spectrum Disorder: A Multidimensional Perspective
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 2, Pages: 127-132(2026)
- 作者机构：
  
  华中师范大学教育大数据应用技术国家工程研究中心武汉 430079
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.02.004
  CLC： R494
- Received：23 November 2025，
  
  Published：15 March 2026
- 稿件说明：
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陈靓影,杨知毅.多维视角下孤独症谱系障碍儿童情绪认知的阶段性特征与神经行为机制[J].中国听力语言康复科学杂志,2026,24(02):127-132.

CHEN Jing-ying,YANG Zhi-yi.Stage Characteristics and Neurobehavioral Mechanisms of Emotional Cognition in Children with Autism Spectrum Disorder: A Multidimensional Perspective[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(02):127-132.
陈靓影,杨知毅.多维视角下孤独症谱系障碍儿童情绪认知的阶段性特征与神经行为机制[J].中国听力语言康复科学杂志,2026,24(02):127-132. DOI： 10.3969/j.issn.1672-4933.2026.02.004.

CHEN Jing-ying,YANG Zhi-yi.Stage Characteristics and Neurobehavioral Mechanisms of Emotional Cognition in Children with Autism Spectrum Disorder: A Multidimensional Perspective[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(02):127-132. DOI： 10.3969/j.issn.1672-4933.2026.02.004.

摘要

目的

探讨孤独症谱系障碍（autism spectrum disorder，ASD）儿童的情绪认知模式及其阶段性特征，为早期识别与教育支持提供依据。

方法

基于情感认知与多模态分析理论，构建多模态、多阶段的情绪认知分析框架。以25名4～8岁ASD儿童为对象，采用6种基本情绪视频刺激，同步采集内隐状态（皮电、脑电）与外显行为（眼动、表情）数据，并将情绪认知过程划分为情绪唤醒、感知、理解和表达4个阶段进行分析。

结果

ASD儿童在不同情绪条件下皮电反应存在差异，表明其情绪唤醒水平不一；在积极与消极情绪下注视次数增加，显示其具备一定情绪感知能力；相较于中性刺激，其在其他情绪条件下脑电激活与面部动作减少，反映出其在情绪理解与表达阶段存在不足。

结论

ASD儿童在情绪唤醒与感知阶段对不同情绪刺激产生反应，而在情绪理解与表达阶段存在明显困难。该多模态、分阶段分析框架为理解ASD儿童情绪认知特点提供了客观依据，可为筛查评估与教育支持策略的制订提供参考。

Abstract

Objective

To examine the emotional cognition patterns and stage-specific characteristics of children with Autism Spectrum Disorder (ASD)

providing evidence to support early identification and educational support.

Methods

Based on theories of emotional cognition and multimodal analysis

a multimodal and multi-stage analytical framework was constructed. Twenty-five children with ASD aged 4-8 participated in a video-based emotion elicitation task involving six basic emotions (calm

happiness

sadness

fear

disgust

and surprise). Multimodal data were synchronously collected from covert physiological states (electrodermal activity and electroencephalogram) and overt behavioral responses (eye tracking and facial expressions). Emotional cognition was analyzed across four stages: emotional arousal

perception

understanding

and expression.

Results

Differences in electrodermal responses were observed across emotion conditions

indicating variability in emotional arousal. Increased fixation counts under both positive and negative emotions suggested preserved emotional perception. In contrast

reduced EEG activation and facial movements under emotional stimuli compared with neutral conditions indicated difficulties in emotional understanding and expression.

Conclusion

Children with ASD show relatively preserved emotional arousal and perception

but marked impairments in emotional understanding and expression. The proposed multimodal

stage-based framework provides objective evidence for characterizing emotional cognition in ASD and offers methodological support for educational assessment and intervention planning.

关键词

Keywords

references

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