臺灣博碩士論文加值系統

國 立 政 治 大 學 研 究 所 碩 士 論 文 提 要
研究所所別: 語言學研究所
論文名稱: 自閉症病患情緒語音的理解與表達
指導教授: 洪振耀 教授
研究生: 李俊徹
論文提要內容: (共一冊，15498字，分四章十二節，並扼要說明內容，共296字)
本論文主旨在探討自閉症病患對於情緒節律(emotional prosody)在聽覺上的區辨(discrimination)、理解(comprehension)及在口語上的表達(production)能力。結果顯示，聽覺區辨並非自閉症患者在處理情緒語音上的問題所在。其在情緒語音的聽覺理解及口語表達上則呈現顯著障礙。經由聲學分析，自閉症患者情緒語音表達的平均基礎頻率(mean fundamental frequency)、基礎頻率範圍(fundamental frequency range)及時長(duration)除了在覆述生氣的情緒語音外，並未隨情緒情境的轉換而呈現顯著的起伏變化。一般聽眾亦難由自閉症患者的情緒語音表達中，判斷其情緒狀態。Baron-Cohen (1995)所提出的自閉症成因 - "心智閱讀障" (mindblindness) 和情緒理解及表達間的關連性在文中將進行檢視。此外，本文亦自語言發展(language development)及語言歷程(language processing)的觀點探討自閉症患者在超音段(suprasegmental)上理解與表達異常的徵結所在。

Abstract
This study investigated the autistic children''s ability to discriminate, comprehend, and produce emotional (features of anger, happy, and sad) speech prosody based on tasks involving behavioral (linguistic/emotional) as well as structural (acoustic) features. The preliminary results indicate that the discrimination of acoustic features might not be the main problem of autistic deficiency in processing emotional prosody. Subjects'' utterances were subjected to acoustic analysis to examine the variations of mean Fo, Fo range and duration under specific emotional condition. The results revealed that the autistic subjects tended to produce various emotional prosody with less Fo variations. The autistic subjects were also less reliable than normal subjects at transmitting emotional contrasts when judged from the listener''s perspective. To understand the nature of this clinical deficiency, autistic patients'' impairment in integrating relevant pragmatic information and their "mindblindness (deficiency in mindreading, Baron-Cohen, 1995)" have to be taken into consideration as well. These clinical cases pose fundamental questions in language development and models of language processing (comprehension and production).

Table of Contents
Acknowledgement………………………………………………………………....iv
Chinese Abstract……………………………………………………...……………x
English Abstract…………………………………………………..………………..xi
Chapter
1. Introduction……………………………………………………………………….. .1
1.1 Background………………………………………………………………………3
1.1.1 Autism……………………………………………………………………3
1.1.2 Communication and Language Impairment in Autism……………….… 6
1.1.3 Communication and Emotion………………………………………….…7
1.2 Questions of the Study………………..………………………………………….9
.
2. Literature Review……………………………………………….………………....10
2.1 Autism…………………………………………………………………………..10
2.1.1 Theory of Mind…………………………………………………………10
2.1.1.1 Mindreading…………………………………………………...10
2.1.1.1.1 The Intentionality Detector (ID)…………………..12
2.1.1.1.2 The Eye-Direction Detector (EDD)……………….12
2.1.1.1.3 The Share-Attention Mechanism (SAM)………….13
2.1.1.1.4 The Theory-of-Mind Mechanism (ToMM)……….13
2.1.1.2 Autism and Mindblindness……………………………………14
2.1.1.2.1 Autism and ID……………………………………..14
2.1.1.2.2 Autism and EDD…………………………………..14
2.1.1.2.3 Autism and SAM……………….………………….15
2.1.1.2.4 Autism and ToMM…………….…………………..16
2.1.1.3 Mind Theory and Emotion…………………………………….17
2.1.2 Phonological Studies in Autism ……………………………..…………18
2.2 Emotion…………………………………………………………………………19
2.2.1 Emotional Experience…………………………………………………..19
2.2.2 Emotional Expression…………………………………………………..20
2.2.3 Oriental Aspects of Emotion……………………………………………21
2.2.4 Emotional Deficit in Autism……………………………………………22
2.3 Vocal Expression of Emotion……………………………………….…………..23
2.3.1 Voice and Emotion………………………………………….…………..24
2.3.2 Acoustic Bases of Emotional Communication……………….…………25
2.3.2.1 Acoustic Components…………………………………………25
2.3.2.1.1 Pitch……………………………………….…….26
2.3.2.1.2 Time……………………………………………..26
2.3.2.1.3 Loudness…………….……………………….….26
2.3.2.2 Encoding of Emotional Vocal Expression………….………….27
2.3.2.3 Decoding of Emotional Vocal Expression………….………….28
3. Experiments………………………………………………………………………30
3.1 Experiment 1: Discrimination…………………………………………………..30
3.1.1 Subjects…………………………………………………………………30
3.1.2 Stimuli…………………………………………………………………..31
3.1.3 Procedure……………………………………………………………….33
3.1.4 Results…………………………………………………………………..34
3.2 Experiment 2: Comprehension…………………………………………………..36
3.2.1 Subjects…………………………………………………………………36
3.2.2 Stimuli…………………………………………………………………..36
3.2.3 Procedure………………………………………………………………..37
3.2.4 Results…………………………………………………………………..38
3.3 Experiment 3: Production………………………………………………………..40
3.3.1 Subjects…………………………………………………………………40
3.3.2 Stimuli…………………………………………………………………..41
3.3.3 Procedure………………………………………………………………..42
3.3.4 Results…………………………………………………………………..45
4. General Discussion and Conclusion……………………………………………...59
4.1 Autism and Emotion…………………………………………………………….59
4.2 Psycholinguistic Aspects………………………………………………………. 61
4.2.1 Perception of Suprasegmental Properties……………………………….62
4.2.2 Production of Suprasegmental Properties………………………………65
4.3 Emotion and Mindblindness……………………………………………………68
4.3.1 Comprehension of Emotional Prosody…………………………………68
4.3.1.1 Perceptual Hypotheses………………………………………...69
4.3.1.2 Auditory Explanations…………………………………………70
4.3.2 Production of Emotional Prosody………..……………………………..71
4.4 Conclusion…………...…………………………………………………………...73
References……………………………………………………………………………75
Appendices…………………………………………………………………………...81

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