學齡前階段是幼兒社會互動能力快速發展的時期，然而擁有趨近或甚至於超過一般幼兒智商的高功能自閉症幼兒，卻在社會互動溝通的環節上產生障礙。過去許多研究指出心智理論的缺陷是造成自閉症兒童在社會互動溝通上產生障礙的可能主因。有鑑於此，那麼最親近高功能自閉症幼兒的母親們該如何協助他們在心智理論的發展。本研究的研究對象以四歲至六歲半的二十位高功能自閉症幼兒為實驗組、二十位一般幼兒為對照組。運用心智理論量表來了解高功能自閉症幼兒和一般幼兒心智理論發展的差異，以及透過母親和幼兒共同閱讀圖畫故事書探討親子心智言談的方式，並且進一步探究兩組幼兒心智理論的發展與親子心智言談的相關性。本研究主要發現有三：

一、在生理、心理年齡相當下，高功能自閉症幼兒在心智理論測驗得
分和一般幼兒相比明顯較低。
二、在親子共讀語句長度相當下，高功能自閉症組心智言談方式在次
數以及頻率方面較一般組明顯較低。
三、高功能自閉症組和一般組幼兒在心智理論測驗表現和親子心智言
談都達到高度相關性。

綜合以上所述，根據本研究結果可以進一步討論如何透過提升親子共讀的品質來協助高功能自閉症幼兒心智理論的發展。

Preschool age is the critical time for children to improve the quality of social interaction. Even though children with high functioning autism, in general, have higher intelligence, they still have difficulties in social interaction. Many previous researches have indicated that the reason why high-functioning autism children are facing this obstacle primarily lies in lack of competence of theory-of-mind. How to build up the children’s theory of mind would be a challenge of their mothers. The purpose of this research is to find out whether there is a correlation between the children’s performance in theory-of-mind test and mothers’ talk on mental states or not.

Forty kindergarteners have participated in this research which includes twenty autism children and twenty normal children. The groups of children were requested to take the test on theory of mind, and then to read a storybook with their mothers. The results as follows:

1. The children with high-functional scored significantly lower than normal groups on the theory of mind test.
2. With the same amount of utterances, the counting numbers and frequencies of high-functional group’s mental states are both lower than normal group.
3. The correlations between children’s theory-of-mind test scores and mothers’ talk on mental states are high in both groups.

Based on the results, the researcher discussed how to promote mental states in joint book reading to help children with high-functioning autism to develop the ability of theory-of-mind.

壹、中文文獻
宋維村（2000）。自閉症學生輔導手冊。台北市: 教育部特殊教育工
作小組。
朱經明（1989）。教育統計學。台北市:五南出版社。
林文寶（2000）。敘述、敘事與故事。兒童文學期刊，3，20-63。
周育如（2008）。嬰兒早期情緒解碼能力之研究。未出版博士論文，
國立台灣師範大學人類發展與家庭研究所，台北市。
周育如（2009）。幼兒情緒理解能力的發展及其與親子共讀情緒言談
之相關性研究。國立臺灣師範大學人類發展與家庭學系博士論
文，台北市。
周育如、簡淑真（2005）。幼兒心智理論發展與語言發展之關係—漢
語心智動詞與補語句法之檢視。教育心理學報，4（36），357-373。
周育如、張鑑如（2008）。親子共讀對幼兒敘說故事主角心智狀態的
影響效果。教育心理學報，40（2），261-282。
保心怡（2002）。幼兒對心智理解作業的理解情形及運用故事活動介
入的效果研究。未出版博士論文，國立台灣師範大學人類發展與
家庭研究所，台北市。
陳秋佑、侯禎塘、張晏瑋（2009）。高功能自閉症兒童與心智理論能
力教學之探究。特殊教育現在與未來，台中教育大學特殊教育論
文集，第9801輯，85-98。台中：國立台中教育大學特殊教育中
心。
高淑貞（2005）。親子共讀，怎麼開始。天下雜誌教育特刊親子別冊，
親子20分，11-13。
徐子晴（2009）。學前幼兒的語言能力與心智理論表現之相關研究。
未出版碩士論文，國立台灣師範大學人類發展與家庭研究所，台
北市。
陳質采（2007）。高功能自閉症系列障礙患童敘事能力初探。未出版
碩士論文，國立陽明大學公共衛生研究所流行病學組，台北市。
陳瑞萍（2007）。母親敘事方式與幼兒心智理解能力－臺日親子之比
較。未出版碩士論文，臺北市立教育大學幼兒教育學系兒童發展
組，台北市。
陳正乾、漢菊德譯（1998）。瑪格麗特‧唐納生著。兒童心智。台北
市：遠流出版社。
陳冠杏、張正芬（2005）。國小低年級高功能自閉症學生口語敘事能
力之研究。特殊教育與復建學報，13，209-235。
陸莉、劉鴻香修訂（1994）。修訂畢保德圖畫詞彙測驗－指導手冊。
台北市：心理出版社。
楊家寧（2007）。親子共讀中母親及幼兒心智語言之探討。未出版碩
士論文，臺北市立教育大學幼兒教育學系兒童發展組，台北市。
許舜杰（2009）。亞斯伯格症兒童口語敘事能力之探討。未出版碩士
論文，國立台北教育大學特殊教育學系，台北市。
張鑑如（2006）。台灣與大陸兒童敘事能力之發展：腳本，生活經驗，
與想像故事。國立台灣師範大學新任教師專題研究成果報告。
張顯達（1998）。平均語句長度在中文的應用。聽語會刊，13，36-48。
張春興（2002）。教育心理學。台北市：東華出版社。
楊蕢芬（2005）。自閉症學生之教育。台北市:心理出版社。
鄒啟蓉、張顯達（2007）。高功能自閉症兒童說故事能力與相關影響
因素研究。特殊教育研究學刊，32（3），87-109。
鄒啟蓉、張鑑如、張顯達（2009）。高功能自閉症兒童個人生活經驗
敘述研究。特殊教育研究學刊，34（2），73-99。
蔡佩君（2007）。高功能自閉症兒童的心智理論和口語敘說。未出版
碩士論文，國立台灣大學理學院心理學研究所，台北市。
賴美玟 (2007)。幼兒假扮遊戲呈現之心智理論研究。國立台北師範
學院幼兒教育學系碩士論文，台北市。

貳、英文文獻
Adrian, J., Clemente-Rosa, A., Villanueva, L., & Rieffe, C. (2005).Parent–child picture-book reading, mothers’ mental state language and children’s theory of mind. Journal of Child Language, 32, 673–686.
Astington, J. W., & Gopnik, A. (1988). Knowing you’ve changed your mind: Children’s understanding of representational change.
Astington, J. W., Harris, P.L. & Olson, D.R. (Eds). Developing theories of mind (pp. 387-413). Cambridge, England: Cambridge University Press.
Atkinson, A.P. (2009). Impaired recognition of emotions from body movements is associated with elevated motion coherence thresholds in autism spectrum disorders. Neuropsychologia, 47, 3023-3029.
Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
Baron-Cohen, S., Leslie, A.M., & Frith, U.T.A. (1985). Does the autistic child have a“theory of mind？Cognition, 21, 37-46.
Baron-Cohen, S, (1994). How to build a baby that can read minds: Cognitive mechanisms in mindreading. Cahiers de Psychologie Cognitive, 13, 513-552.
Bjorklund, D. F. (2005). Children’s thinking: Cognitive development and individual differences (4th Ed.). Belmont, CA: Wadsworth Thompson Learning.
Blijd-Hoogewys .E. M. A., Van Geert , M. S., & Mindera, R. B.(2008).Measuring theory of mind in children: Psychometric properties of the ToM storybooks. Autism Development Disorder, 38, 1907-1930.
Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906-921.
Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children’s conversations with friends, siblings, and mothers. Child Development, 67, 836–849.
Chandler, M., Fritz, A.S., & Hala, S. (1989). Small-scale deceit: Deception as a marker of two-, three-, and four-year-olds' early theories of mind. Child Development, 60, 1263-1277.
Crain-Thoreson, C., Dahlin, P. M., & Powell, T.A. (2001). Parent-child interaction in three conversational contexts: Variations in style and strategy. New Directions for Child and Adolescent Development, 92, 23-37.
Cutting, A., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 4, 853–865.
Dunn,J., Brown,J., Slomkowski,C., Tesla,C., & Youngblade,L., (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352–1366.
Dunn,J., Brown,J., & Beardsall,L., (1991). Family talk about feeling states and children’s later understanding of others’emotions. Developmental Psychology, 27, 448–455.
Emerich, D.M., Creaghead, N.A., Grether, S.M., Murray, D., Grasha, C.(2003). The comprehension of humorous materials by adolescents with high-functioning autism and Asperger's syndrome. Journal of Autism and Developmental Disorders, 33, 252-257.
Flavell, J. H. (1999). Cognitive development: Children knowledge about the mind. Annual Review of Psychology, 50, 21-45.
Flavell, J. H. (2004). Theory of mind development: Retrospect and prospect. ProQuest Education Journals, 50, 274-290.
Flavell, J. H., Flavell, E. R., & Green, F. L. (1983). Development of the appearance-reality distinction. Cognitive Psychology, 15, 95-120.
Garcia-Perez, R.M., Hobson, R., & Lee (2008). Narrative role-taking in Autism. Journal of Autism Development Disorder, 38, 156-168.
Garner, P., Jones, D., Gaddy, D., & Rennie, K. (1997). Low income mothers' conversations about emotion and their children’s emotional competence. Social Development, 6, 125-142.
Gleason,J.B., Ratner, B.N.,(2009). Development of Language (7th Ed.).Boston：Pearson Education, Inc.
Harris, P.L., Rosnay, M., & Pons, F.(2005). Language and children’s understanding of mental states. American Psychology Society, 14, 69-72.
Happe, F. G. E. (1994). An advanced test of theory of mind:
Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129-155.
Hogrefe, J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A development lag in attribution of epistemic states. Child Development, 57, 567-582.
Jenkins, J.M, & Astington, J.W. (1996). Cognitive factors and family structure associate with theory of mind development in young children. Developmental Psychology, 32, 70-78.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2(3), 217-250.
Kerr, S. & Durkin, K. (2004). Understanding of thought bubbles as mental representations in children with autism: Implications for theory of mind. Journal of Autism and Developmental Disorders, 34, 637-649.
Lewis, C., Freeman, N., Kyriakidou, C., & Maridaki-Kassotaki, K.(1996). Social influences on false belief access: Specific sibling influences or general apprenticeship? Child Development, 67, 2930-2947.
Losh,M., & Capps,L. (2003). Narrative ability in high-functioning children with autism or asperger’s syndrome. Journal of Autism and Developmental Disorders, 33, 239-251.
MacWhinney, B. (2000). The CHILDES project. Mahwah, NJ: Lawrence Erlbaum.
Meins, E., & Fernyhough, C. (1999). Linguistic acquisitional style and mentalising development: The role of maternal mind-mindedness. Cognitive Development, 14, 363–380.
Meins, E., Fernyhough, C., Wainwright, R., Gupta, M. D., Fradley, E., & Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715–1726.
Morgan, B., Maybery, M., & Durkin, K. (2003). Weak central coherence, poor joint attention, and low verbal ability: Independent deficits in early autism. Developmental Psychology, 39, 646–656.
Naito,M., & Nagayama, K. (2004). Autistic children’s use of semantic common sense and theory of mind: A comparison with typical and mentally. Journal of Autism and Developmental Disorders, 34, 507-520.
Pellicano, E (2010). Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism. Developmental Psychology, 46, 530–544.
Perner, J., Ruffman, T., & Leekam, S.R. (1994). Theory of mind is contagious: you catch it from your sibs. Child Development, 65, 1228-2138.
Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three-year-olds’difficulty with false belief: The case of a conceptual deficit. British Journal of Developmental Psychology. 5, 125-137.
Perner, J., & Wimmer, H. (1985). ”John thinks that Mary thinks that…”：Attribution of second-order false beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437-471.
Premack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral and Brain Science, 4, 515-526.
Ruderman, & Lilyan (1974). Interpersonal perceptipn: Toward
competence instruction materials for teacher education., New York: Center for Advanced Study in Education.
Ruffman, T., Slade, L., & Crowe, E., (2002). The relation between children’s and mothers’ mental state language and theory-of-mind understanding. Child Development, 73, 734–751.
Schick, B., de Villiers, J., de Villiers, P & Hoffmeister, B. (2002). Children's storybooks featuring theory of mind concepts. American Speech Language Hearing Association, 7, 7-7.
Serra, M., Loth, F. L., van Geert, P. L. C., Hurkens, E., & Mindera, R. B. (2002). Theory of mind in children with ‘lesser variants’of autism: A longitudinal study. Journal of Child Psychology andPsychiatry, 43, 885–900.
Slaughter, V., Peterson, C.C., & Mackintosh, E. (2007). Mind what mother says: Narrative input and theory of mind in typical children and those on the autism spectrum. Child Development, 78, 839－858.
Sodian, B. (1991). The development of deception in young children. British Journal of Developmental Psychology, 9, 173-188.
Sodian, B., Taylor, C., Harris, P. L, Perner, J. (1991). Early deception and the child's theory of mind: False trails and genuine markers. Child Development, 62, 468-483.
Sourn-Bissaoui, S.L., & Hooge-Lespagnol, F. (2006). Maternal discourse, children’s language and development theory of mind. Psychology of Language and Communication, 10, 5-19.
Sullivan, K. & Winner, E. (1993). Three-year-olds’ understanding of mental states: The influence of trickery . Journal of Experimental Child Psychology, 56, 135-148.
Symons, D., Peterson, C., Slaughter, V., Roche, J., & Doyle, E. (2005).Theory of mind and mental state discourse during book reading and story-telling tasks. British Journal of Developmental Psychology, 23, 81–102.
Symons, D. (2004). Mental state discourse and theory of mind: Internalisation of self – other understanding within a social-cognitive framework. Developmental Review, 24, 159–188.
Szarkowicz, D.L. (2000). ‘When they wash him they’ll know he’ll be Harry’: young children’s thinking about thinking within a story context. International Journal of Early Years Education, 8, 71-82.
Tager-Flnsberg, H. (1992). Autistic children's talk about psychological states: Deficits in the early acquisition of a theory of mind. Child Development, 63, 161-173.
Taumoepeau, M., & Ruffman, T. (2006). Mother and infant talk about mental states relates to desire language and emotion understanding. Child Development, 77, 465–481.
Tomasello, M. (1995). Joint attention as social cognition. In C. Moore & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 103-130). Hillsdale, NJ: Lawrence Erlbaum.
Tsai, L. Y. (1992). Diagnostic issues in high-functioning autism. In E. Schopler & G.B. Mesibov (Eds.). High-fuctioning individuals with autism (pp.36). New York: Plenum Press.
Vygotsky, L . (1978). Interaction between Learning and Development. From：Mind and society(pp.79-91). Cambridge. MA：Harvard University Press.
World Health Organization (1993). The ICD-10 classification of mental and behavioral disorders: Diagnostic criteria for research (pp.147-149). Geneva, Switzerland: Author.
Wellman, H. M. (1990). The child’s theory of mind . Cambridge, MA: MIT Press.
Zaitchik, D. (1990). When representations conflict with reality: The preschooler's problem with false beliefs and “false” photographs. Cognition, 35, 41-68.
Ziatas, K., Durkin, K., & Pratt, C. (1998). Belief term development in children with autism, asperger syndrome, specific language impairment, and normal development: Links to Theory of Mind Development. Journal of Child Psychol Psychiat, 39, 755-763.