孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系

张桂香; 薛莉; 张瑜; 荣盼; 张春侠

doi:10.3969/j.issn.1672-4933.2025.02.022

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孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系

康复教育 | 更新时间：2026-07-11

- 孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系
- A Study on the Relationship between Empathy Psychological Theory and Executive Function in Children with Autism Spectrum Disorder
- 中国听力语言康复科学杂志 2025年23卷第2期页码：207-210
- 作者机构：
  
  徐州医科大学附属徐州儿童医院徐州 221006
- 作者简介：
  
  张桂香本科主任护师；研究方向：儿童慢性病管理
  张春侠，E-mail：2913838981@qq.com
- 基金信息：
  
  2021年江苏省妇幼健康科研项目(F202113)
- DOI：10.3969/j.issn.1672-4933.2025.02.022
  中图分类号： G762
- 收稿：2024-04-22，
  
  纸质出版：2025-03-15
- 稿件说明：
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张桂香,薛莉,张瑜等.孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系[J].中国听力语言康复科学杂志,2025,23(02):207-210.

ZHANG Gui-xiang,XUE Li,ZHANG Yu,et al.A Study on the Relationship between Empathy Psychological Theory and Executive Function in Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(02):207-210.
张桂香,薛莉,张瑜等.孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系[J].中国听力语言康复科学杂志,2025,23(02):207-210. DOI： 10.3969/j.issn.1672-4933.2025.02.022.

ZHANG Gui-xiang,XUE Li,ZHANG Yu,et al.A Study on the Relationship between Empathy Psychological Theory and Executive Function in Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2025,23(02):207-210. DOI： 10.3969/j.issn.1672-4933.2025.02.022.

摘要

目的

探讨孤独症谱系障碍儿童共情能力、心理理论与执行功能的关系。

方法

前瞻性纳入本院2021年5月至2023年4月收治的112例孤独症谱系障碍儿童及100例典型发育健康儿童作为研究对象。采用儿童同理心-系统化商数问卷（empathy quotient-sexualIntelligence quotient，EQ-SQ）、心理理论任务、视空间工作记忆任务、stroop任务和威斯康星卡片排序任务（wisconsin card sorting test，WCST）评价患儿的共情能力、心理理论和执行功能。采用Pearson和Spearman相关分析孤独症谱系障碍儿童的共情能力、心理理论和执行功能的相关性。

结果

孤独症谱系障碍儿童中文版共情问卷（empathy questionnaire for children，EQ-C）总分及情感共情分量表、认知共情分量表均显著低于健康组（

0.05）。孤独症谱系障碍组心理理论任务通过率显著低于健康组（74.11% vs. 91.00%，

0.05）。孤独症谱系障碍儿童空间排序、空间后退、Stroop计数、概化水平率、正确反应率、完成分类组数等得分显著低于健康组，持续反应数、持续错误反应率得分显著高于健康组（

0.05）。

Pearson

相关分析显示，EQ-C总分与空间后退（

=0.492）、Stroop计数（

=0.527）和CA（

=0.467）得分具有显著正相关，与PRS（

=-0.337）具有显著负相关（

0.05）。

Spearman

相关分析显示，心理理论通过情况与空间后退（

=0.417）、Stro

op计数（

=0.467）和CA（

=0.401）得分具有显著相关性（

0.05）。

结论

孤独症谱系障碍儿童共情能力、心理理论及执行功能均低于典型发育的健康儿童，通过提高共情能力和心理理论能够促进孤独症谱系障碍儿童的执行功能。

Abstract

Objective

To explore the relationship between empathy

psychological theory and executive function in children with autism spectrum disorders.

Methods

112 children with autism spectrum disorders and 100 typical developing healthy children admitted to our hospital from May 2021 to April 2023 were prospectively included as the study subjects. The child empathy-systematic quotient questionnaire (EQ-SQ) was used to evaluate empathy

the theory of mind task was used to evaluate the theory of psychology

and the visual spatial working memory task

stroop task

and Wisconsin card sorting task (WCST). The Pearson and Spearman correlation was used to analyze the correlation of empathy capacity

theory of mind

and executive function in children with autism spectrum disorders.

Results

The total scores of the EQ-C scale

the emotional empathy subscale and the cognitive empathy subscale were significantly lower than those in the healthy group (

0.05). The theoretical task pass rate of children in the autism spectrum disorder group was significantly lower than that in the healthy group (74.11% vs. 91.00%

0.05). The scores of spatial ranking

spatial retreat

Stroop count and CLR%

CA of children in the autism spectrum disorder group were significantly lower than those of the healthy group

and the scores of PRS and PE% items were significantly higher than those of the healthy group (

0.05). Pearson Correlation analysis showed significant positive correlation between EQ-C total score and spatial regression (

=0.492)

Stroop count (

=0.527) and CA (

=0.46

7) scores

and significant negative correlation with PRS (

=-0.337) scores (

0.05). Spearman Correlation analysis showed that the psychological theory showed a significant correlation with spatial regression (

=0.417)

Stroop count (

=0.467) and CA (

=0.401) scores (

0.05).

Conclusion

The empathy ability

psychological theory and executive function of children with autism spectrum disorders are lower than that of typical developing healthy children. Improving the empathy ability and psychological theory may be able to promote the executive function of children with autism spectrum disorders.

关键词

Keywords

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