臺灣博碩士論文加值系統

本研究採用調查研究法，研究目的旨在探討威廉氏症者(Willisms Syndrome)與自閉症者(Autistic Disorder)在解讀情緒表現的情形與差異。研究對象選取國小威廉氏症兒童、輕度自閉症兒童及普通兒童各25名，共計75名，使用自編電腦多媒體情緒照片(situational picture play by computer multimedia,簡稱「SPCM測驗」）進行評量，所得資料以無母數統計檢定法之克-瓦二氏單因子變異數等級分析法進行分析與事後比較，本研究結論如下：

一、在解讀情緒的整體表現上，普通兒童顯著優於自閉症兒童和威廉氏症兒童，且自閉症兒童的表現也顯著優於威廉氏症兒童。
二、在解讀情緒的表現上，威廉氏症兒童、自閉症兒童與普通兒童三組受試在「臉部表情」的表現優於以「情境線索」來解讀他人情緒。
三、運用「臉部表情」解讀他人情緒的表現上，普通兒童在解讀真實人物臉孔的表現顯著優於自閉症兒童；而在解讀卡通人物臉孔的表現上，三組受試者未達顯著差異。
四、運用「情境線索」解讀他人情緒的表現上，普通兒童的表現顯著優於威廉氏症兒童，而普通兒童與自閉症兒童的表現則沒有顯著差異。
五、在解讀因「欲望」和「信念」所引起的他人情緒反應的表現上，普通兒童與自閉症兒童都優於威廉氏症兒童，且達顯著差異。
本研究結果顯示，威廉氏症兒童與自閉症兒童在情緒解讀的表現上仍不及普通兒童，因此本研究建議應該教導威廉氏症兒童與自閉症兒童運用「臉部表情」與「情境線索」來正確解讀他人的情緒，以提升整體解讀心智的能力。

This study utilized survey research method to explore the status quo and differences of recognizing emotion among children with William Syndrome (WS) and Autistic Disorder. The participants were a total of 75 pupils divided into normal, WS, and Autistic Disorder 3 groups with 25 pupils respectively. The instrument was “Situational picture play by computer multimedia test” (SPCM) made by the researcher. The data were analyzed by Kruskal–Wallis one-way analysis of variance by ranks of non-parametric test and post hoc test. The results were as follows:

1.With regard to recognizing emotions, normal pupils were significantly better than pupils with Autistic Disorder or WS, whereas those with Autistic Disorder also significantly better than the pupils with WS.
2.As for the subcategory of recognizing emotions, the three groups scored higher in recognition of facial expressions than in identification of situational cue.
3.With regard to "recognizing emotions of facial expressions from real people," normal pupils were significantly better than pupils with Autistic Disorder. In “recognizing face of Cartoon characters,” there was no significant difference among the three groups.
4.Concerning the “situational cue,” normal pupils were significantly better than pupils with WS, whereas there was no significant difference between normal pupils and Autistic Disorder.
5.As for the identification of “desired-based emotions” and “belief-based emotions,” the normal and Autistic Disorder groups were significantly superior to the WS group.

The major findings indicate that students with Autistic Disorder or WS have weaker emotion recognizing abilities than the normal students. Therefore, this study suggests that educators improve the emotions recognizing abilities of pupils with Ws or Autistic Disorder by teaching them to observe “facial expressions” and “situational cue” to recognize others’ emotion correctly.

目 次

中文摘要......................................................i
英文摘要......................................................ii
目次.........................................................iii
表次..........................................................v
圖次......................................................... vi

第一章 緒論
第一節 問題背景與研究動機.....................................1
第二節 研究目的與待答問題.....................................6
第三節 名詞釋義..............................................9
第二章 文獻探討
第一節 自閉症光譜障礙與威廉氏症者..............................11
第二節 情緒解讀之相關理論.....................................22
第三節 解讀心智之相關研究.....................................27
第三章 研究方法
第一節 研究設計與架構........................................39
第二節 研究對象..............................................41
第三節 研究工具..............................................44
第四節 研究步驟..............................................56
第五節 資料處理與分析.........................................61

第四章 結果與討論
第一節 SPCM總測驗表現之情形...................................63
第二節 以「臉部表情」來解讀他人情緒能力之情形....................66
第三節 以「情境線索」來解讀他人情緒能力之情形....................68
第四節 綜合討論...............................................70
第五章 結論與建議
第一節 結論..................................................75
第二節 建議..................................................77

參考資料
中文部分......................................................81
英文部分......................................................85

附錄
附錄一 研究個案徵求說明文.........................................93
附錄二 家長同意書(威廉氏症組).....................................94
附錄三 家長同意書(自閉症組)….....................................95
附錄四 家長同意書(普通兒童組).....................................96
附錄五 SPCM測驗題目..............................................97


表 次
表2-1 ICD-10與DSM-IV-TR對照表...... ............................13
表2-2 國內威廉氏症之相關文獻......................................20
表3-1 測驗之題型與配分方式........................................40
表3-2 個案來源表.................................................41
表3-3 受試者基本資料統計一覽表.....................................43
表3-4 SPCM測驗之操作頁面..........................................49
表3-5 內容效度專家名單.............................................51
表3-6 預試組別名單................................................53
表3-7 SPCM測驗預試組之表現.........................................54
表4-1 「總測驗」得分情形摘要表......................................63
表4-2 「總測驗」H檢定分析摘要表.....................................65
表4-3 「臉部表情」得分情形摘要表....................................66
表4-4 「臉部表情」H檢定分析摘要表...................................67
表4-5 「情境線索」得分情形摘要表....................................68
表4-6 「情境線索」H檢定分析摘要表...................................69


圖 次
圖2-1 自閉症光譜障礙關係圖........................................14
圖3-1 研究架構圖..................................................39
圖3-2 分測驗一試題頁面圖..........................................45
圖3-3 分測驗二試題頁面圖..........................................45
圖3-4 分測驗三試題頁面圖..........................................46
圖3-5 分測驗四試題頁面圖..........................................46
圖3-6 分測驗五試題頁面圖..........................................47
圖3-7 研究工具製作程序圖..........................................57
圖3-8 研究流程圖..................................................60
圖4-1 平均分數直條圖..............................................64

一、中文部分
4月2日世界自閉症關懷日新聞稿（2009）。中華民國自閉症總會。2010年1月20日，取自 http://www.web66.com.tw/web/News?
command=showDetail&postId=294973.
丁貞嘉（2007）。威廉氏症患者家長對未來照顧安排之探索性研究：迷思與現實之差距。國立中正大學社會福利研究所碩士論文，
未出版，嘉義縣。
王大延（2005）。自閉症者的社會發展。教師天地，136，54-60。
王月鳳（2007）。學前威廉氏症兒童早期溝通能力之探究。國立臺中教育大學早期療育研究所碩士論文，未出版，臺中市。
王美秀（2008）。音樂活動應用於國小威廉氏症兒童語文學習之研究。國立臺北教育大學音樂學系碩士論文，未出版，臺北市。
王淑娟（2004）。臺灣威廉氏症者空間認知與詞彙能力之研究。國立彰化師範大學特殊教育研究所博士論文，未出版，彰化縣。
行政院衛生署（2008）。衛生署歷次公告罕見疾病名單彙總表。2009年7月1日，取自
http://www.nhi.gov.tw/resource/Webdata/16666_1_衛生署歷次公告罕見疾病名單彙總1000321增修.doc
吳永怡（2002）。威廉氏症候群（William’s Syndrome）。國教之聲，34，11-14。
吳明隆（2010）。SPSS操作與應用：變異數分析實務(二版)。臺北市：五南書局。
宋維村（1997）。自閉症病因的研究。載於中華民國自閉症基金會主編：家長資源手冊（頁14-19）。臺北市：中華民國自閉症
　　基金會。
宋維村（2000）。自閉症學生輔導手冊。臺南市：國立臺南師院。
林雅玲（2007）。多媒體繪本在威廉斯氏症候群學童社會技巧教學之應用。國立臺北教育大學特殊教育研究所碩士論文，未出版，臺北市。
邱皓政（2008）。量化研究法（一）：研究設計與資料處理（修訂版）。臺北市：雙葉書廊。
洪蘭（1998）。威廉氏症候群的故事。科學月刊，29，634-639。
洪蘭（譯）（2000）。 Judith R.Harris著。教養的迷思(The Nurture Assumption : why children turn out the way they
do)。臺北市：商周。
洪蘭（譯）（2002）Rita Carter著。大腦的秘密檔案。（Mapping the Mind）。臺北市：遠流。
洪蘭（譯）（2009）。Marco Iacoboni著。天生愛學樣：發現鏡像神經元：從模仿、學習到同理、瞭解人我關係的腦際特派員。
（Mirroring People）。臺北市：遠流。
胡心慈（2005）。自閉症兒童的認知特色。特殊教育季刊，94，11-18。
徐山靜（2007）。威廉氏症候群病人的音樂能力研究。財團法人罕見疾病基金會會訊，31，26-27。
張正芬、吳佑佑（2006）。亞斯柏格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊，31，139-164。
張金調（2002）。讀心課程對教導自閉症兒童社會互動效果之影響研究。臺北市立教育大學國民教育研究所碩士論文，未出版，臺北市。
郭保麟（2005）。實驗室診斷DiGeorge症候群及Williams症候群並建立兩種症候之病人資料庫。財團法人罕見疾病基金會委託研究計畫。
臺南市：成大醫院分子遺傳檢驗室。
陳玉玲、王明傑（2005）。美國心理協會出版手冊：論文寫作格式（第五版）。臺北市：雙葉書廊。
陳國龍（2003）。自閉症是認知或情感及社會缺陷? 國教世紀，207，19-22。
許靜芬（2005a）。威廉氏症候群中文語言能力之探索。國立清華大學語言學研究所博士論文，未出版，新竹市。
許靜芬（2005b）。從基因到認知：由非典型發展看語言。應用心理研究，28，141-161。
單延愷（2003）。學習障礙與情緒障礙兒童臉部表情辨識之能力。特殊教育季刊，88，25-29。
喬馨慧（2005）。亞斯柏格症青少年解讀非口語訊息覺察他人情緒之能力研究。 國立臺灣師範大學特殊教育研究所碩士論文，未出版，
臺北市。
黃玉華（2000）。心智解讀教學對增進高功能自閉症兒童心智理論能力之研究。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺
北市。
黃金源（2004）。自閉兒的認知變異及教育對策。特殊教育叢書，9301，89-104。
黃金源（2008）。自閉症兒童的治療與教育。臺北市：心理。
楊漢一（2009）。國小高功能自閉症兒童情緒辨識電腦輔助教學軟體設計歷程之研究。國立東華大學身心障礙與輔助科技所碩士論文，未
出版，花蓮市。
楊蕢芬、黃慈愛、王美惠（2003）。自閉症兒童社會情緒技能訓練。臺北市：心理。
楊蕢芬（2005）。自閉症學生之教育。臺北市：心理。
劉冠妏（2006）。讀心訓練在高功能自閉症的情緒解讀之應用。臺東特教，24，11-15。
廖素亭（2007a）。威廉氏症兒童口語表達能力之個案研究。國立嘉義大學特殊教育研究所碩士論文，未出版，嘉義市。
廖素亭（2007b）。淺談小精靈症候群－威廉氏症。雲嘉特教，5，29-34。
潘慧玲（2004）。教育論文格式。臺北市：雙葉書廊。
鄭雅薇（2006）。人類鏡像神經系統在促進反應中的神經機轉。國立陽明大學神經科學研究所博士論文，未出版，臺北市。
蔡佳津（2001）。自閉症兒童臉孔情緒處理之研究。國立政治大學教育學系碩士論文，未出版，臺北市。
蔡佳津（2004）。威廉氏症。載於洪蘭主編：生命教育身心科學手冊（頁58-66）。臺北市：教育部。
蔡淑玲（2001）。高功能自閉症兒童之心智理論教學。國小特殊教育，32，54-63。
蔡淑玲（2002）。心智理論暨社交技巧教學對高功能自閉症兒童社會互動行為成效之研究。國立彰化師範大學特殊教育研究所碩士論文，未
出版，彰化縣。
謝宛陵（2005）。高功能自閉症學生高階心智理論教學之成效研究－以一名高職自閉症學生之心智解讀實驗教學為例 。國立臺中師範學院特
殊教育與輔助科技研究所碩士論文，未出版，臺中市。
鍾伶綜（2009，12月21日）。CDC：美自閉症兒童比例大增逾0.9%。大紀元新聞網。2011年6月20日，取自
http://www.epochtimes.com/b5/9/12/21/n2761066.htm.
簡淑（2006）。威廉斯氏症兒童的氣質特徵。國立臺灣大學分子醫學研究所碩士論文，未出版，臺北市。


二、英文部分
About World Autism Awareness Day. (2007). Retrieved December 30, 2009, from
http://www.worldautismawarenessday.org/site/c.egLMI2ODKpF/b.3917065/k.BE58/Home.htm

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, (4 th ed., text revised). Washington, DC : American Psychiatric Association.

Astington, J. W., & Gopnik, A. (1991). Theoretical explanations of children’s understanding of mind. British
Journal of Developmental Psychology, 9, 7-31.
Baron-Cohen, S. (1991). Do people with autism understand what causes emotion? Child Development, 62, 385-395.
Baron-Cohen, S. (2001). Theory of mind and autism: A review. Special Issue of the International Review of
Mental Retardation, 23, 169-171.
Baron-Cohen, S., Leslie, A. M. & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition,
21, 37-46.
Bellugi, U., Lichtenberger, L., Jones, W., Lai, Z., & George, M. (2000). The neurocognitive profile of
Williams syndrome: A complex pattern of strengths and weaknesses. Journal of Cognitive Neuroscience , 12,
7-29.
Berger, H. J.C., Spaendonck, K. P. M., Horstink, M. W. J. M., Buytenhuijs, E. L., Lammers, P. W. J.
M., & Cools, A. R. (1993). Cognitive shifting, as a predictor of progress in social understanding in high-
functioning adolescents with autism: A prospective study. Journal of Autism and Developmental Disorders,
23, 341-359.
Berg, J.S., Brunetti-Pierri, N., Peters, S.U., Kang, S.H., Fong, C.T., Salamone, J., … & Cheung,S.W. (2007).
Speech delay and autism spectrum behaviors are frequently associated with duplication of the 7q11.23
Williams-Beuren Syndrome region. Genetics in Medicine, 9, 427-441.
Braverman, M., Fein, D., Lucci, D., ＆ Waterhouse, L. (1989). Affect comprehension
in children with pervasive developmental disorders. Journal of Autism and
Developmental Disorders, 19, 301-316.
Downs, A. & Smith, T. (2004). Emotional understanding, cooperation, and social behavior in high-functioning
children with autism. Journal of Autism and Developmental Disorders, 34, 625-635.
Frith, U., (1989). Autism: Explaining the enigma. Oxford, UK: Blackwell.
Frith, U., & Happé, F. (1994). Autism: Beyond “theory of mind.” Cognition, 50, 115-132.
Finn, R. (1991). Different mind. Discover magazine. Retrieved January 26, 2010, from
http://www.bobfinn.net/Williams%20Syndrome.htm
Gagliardi, C., Frigerio, E., Burt, D. M., Cazzaniga, I., Perrett, D. I., & Borgatti, R.(2003). Facial
expression recognition in Williams Syndrome. Neuropsychologia, 41, 733–738.
Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in
Cognitive Science, 2, 493-501.
Gillberg C, Rasmussen P. (1994). Brief report: Four case histories and a literature review of Williams
Syndrome and autistic behavior. Journal of Autism and Developmental Disorders, 24, 381-393.
Gillberg, C. (1998). Asperger Syndrome and high-functioning autism. British Journal of Psychiatry, 172, 200-
209.
Gordon, N. (2006). Williams Syndrome. Journal of Pediatric Neurology, 4, 11-14.
Grice, S. J., Spratling, M. W., Karmiloff-Smith, A., Halit, H., Csibra, G., de Haan, M., & Johnson, M.H.
(2001). Disordered visual processing and oscillatory brain activity in autism and Williams syndrome.
NeuroReport, 12, 2697–2700.
Gross, T. F. (2004). The perception of four basic emotions in human and nonhuman faces by children with autism
and other developmental disabilities. Journal of Abnormal Child Psychology, 32, 469-480.
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach children with autism to understand
emotions, beliefs, and pretence? Development and Psychopathology, 8, 345-365.
Hagiwara, T., & Myles, B.S. (1999). A multimedia social story intervention: Teaching skills to children with
autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95.
Hill,E. L. (2004). Evaluating the theory of executive dysfunction in autism. Developmental Review, 24, 189-
233.
Hobson, R. P. (1986). The autistic child’s appraisal of expressions of emotion. Journal of Child Psychology
and Psychiatry, 27, 321-342.
Hobson, R. P. (1992). Social perception in high level autism. In Schopler E. & Mesibov G. (Eds.) High-
functioning individuals with autism (pp.154-184) New York: Plenum Press.
Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind- read. West Sussex,
England : Wiely Press.
Howlin, P., & Udwin, O. (2006). Outcome in adult life for people with Williams Syndrome–results from a survey
of 239 families. Journal of Intellectual Disability Research, 50, 151-160.
Jennings, W. B. (1973). A study of the preference for affective cues in autistic children. Unpublished
doctoral dissertation, Memphis State University, Tennessee.
Jones, W., Bellugi, U., Lai, Z., Chiles, M., Reilly, J., Lincoln, A., & Adolphs, R. (2000). Hypersociability
in Willisms stndrome. Journal of Cognitive Neuroscience, 12, 30-46.
Karmiloff-Smith A, Klima E, Bellugi U, Grant J, Baron-Cohen, S (1995). Is there a social module? language,
face processing and theory of mind in individuals with Williams Syndrome. Journal of Cognitive
Neuroscience, 7, 196–208。
Klein, A. J., Armstrong, B. L., Greer, M. K., & Brown, F. R. (1990). Hyperacusis and otitis media in
individuals with Williams Syndrome. Journal of Speech and Hearing Disorders, 55, 339-344.
Klein-Tasman, B. P., Mervis, C.B., Lord C, & Phillips, K. D. (2007). Socio-communicative deficits in young
children with Williams Syndrome: Performance on the autism diagnostic observation schedule. Child
Neuropsychology, 13, 444-467.
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of
naturalistic social situations as predictors of social competence in individualals with autism. Archives
of General Psychiatry, 59, 809-816.
Laing, E., Butterworth, G., Ansaril, D., Gsodl, M., Longhi, E., Panagiotaki, G., Paterson, S., & Skarmiloff-
Smith, A. (2002). Atypical development of language and social communication in　toddlers with Williams
Syndrome. Developmental Science, 5, 233-246.
Leslie, A. M. & Frith, U. (1988). Autistic children’ s understanding of seeing, knowing and believing. British
Journal of Development Psychology, 6, 315-324.
Levitin, D.J., Cole, K., Chiles, M., Lai, Z., Lincoln, A., & Bellugi, U. (2005). Characterizing the musical
phenotype in individuals with Williams syndrome. Child Neuropsychol, 10, 223-247.
Lillard, A. S. (1993). Young children’s conceptualization of pretend. Child Development, 64, 372-386.
Lincoln, A.J., Searcy, Y.M., Jones, W. & Lord, C. (2007). Social interaction behaviors discriminate young
children With autism and Williams Syndrome. Journal of the American Academy of Child and Adolescent
Psychiatry, 46, 323-331.
Mervis, C. B. (2003).Williams Syndrome: 15 years of psychological research. Developmental Neuropsychology, 23,
1-12.
Miyashita, T. (1988). Discrimination of facial components in autistic children. (English abstract). The
Japanese Journal of Psychology, 59, 206-212.
Ozonoff, S., Pennington & Rogers, (1991). Executive function deficits in high functioning autistic
individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32, 1081-1106.
Ozonoff, S. (1995). Reliability and validity of the Wisconsin Card Sorting Test in studies of autism.
Neuropsychology, 9, 491–500.
Ozonoff, S., & Jensen, J. (1999). Brief report: Special executive function profiles in three
neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 29, 171-177.
Ozonoff, S., Dawson, G., & McPartland, J. (2002). A parent’s guide to Asperger syndrome and high-fumctioning
autism. New York, NY: Guilford Press.
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development.
Chicago, IL: University of Chicago Press.
Porter, M. A., & Coltheart, M. (2006). Global and local processing in Williams Syndrome, autism, and Down
Syndrome: Perception, attention, and construction. Developmental Neuropsychology, 30, 771-789.
Porter, M. A., Coltheart, M., & Langdon, R. (2007). Theory of mind in Williams syndrome assessed using a
nonverbal task. Journal of Autism and Developmental Disorders, 38, 806-814.
Philofsky, A., Fidler, D.J., & Hepburn, S. (2007). Pragmatic language profiles of school-age Children with
Autism Spectrum Disorders and Williams syndrome. American Journal of Speech-Language Pathology, 16, 368–
380.
Philip, R., Whalley, H., Stanfield, A., Sprengelmeyer, R., Santos, I., Young, A., et al.
(2010). Deficits in facial, body movement and vocal emotional processing in
Autism Spectrum Disorders. Psychological Medicine, 1-11.
Riby, D. M., & Hancock P. J. (2009a). Do faces capture the attention of individuals with Williams syndrome or
autism? Evidence from tracking eye movements. Journal of Autism and Developmental Disorders, 39, 421–431.
Riby, D. M., & Hancock P. J. (2009b). Looking at movies and cartoons: Eye-tracking
evidence from Williams Syndrome and autism. Journal of Intellectual Disability
Research, 53, 169-181.
Rieffe, C., Terwogt, M. M., & Stockmann, L. (2000). Understanding atypical emotions among children with
autism. Journal of Autism and Developmental Disorders, 30, 195-203.
Rosas, A. (2004). Mind reading, deception and the evolution of kantian moral agents. Journal for the Theory of
Social Behaviour, 34,127-139.
Rose, F. E., Lincoln, A. J., Lai, Z., Ene, M., Searcy, Y. M., & Bellugi, U. (2007).
Orientation and affective expression effects on face recognition in Williams
Syndrome and autism. Journal of Autism and Developmental Disorders, 37,
513- 522.
Rosenberg, R.E., Daniels, A.M., Law, J.K., & Kaufmann, W.E. (2009). Trends in Autism Spectrum Disorder
diagnoses: 1994–2007. Journal of Autism and Developmental Disorders, 39, 1099-1111.
Rosset, D. B., Rondan, C., Da Fonseca, D., Santos, A., Assouline, B., ＆ Deruelle, C.
(2008). Typical emotion processing for cartoon but not for real faces in children
with Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders, 38, 919-925.
Rump, K., Giovannelli, J., Minshew, N., ＆ Strauss, M. (2009). The development of
emotion recognition in individuals with autism. Child Development, 80,
1434-1447.
Santos, A., & Deruelle, C. (2009). Verbal peaks and visual valleys in theory of mind ability in Williams
Syndrome. Journal of Autism and Developmental Disorders, 39, 651-659.
Santos, A., Rosset, D., & Deruelle, C. (2009). Human versus non-human face
processing: Evidence from Williams Syndrome, Journal of Autism and
Developmental Disorders, 39, 1552-1559.
Silver, M., & Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or
Asperger Syndrome to recognize and predict emotions in others. Autism: The International Journal of
Research and Practice, 5, 299-315.
Smith, A. (2006). Cognitive empathy and emotional empathy in human behavior and evolution. Psychological
Record, 56, 3–21.
Stewart, C. A., & Singh, N. N. (1995). Enhancing the recognition and production of facial expressions of
emotion by children with mental retardation. Research in developmental disabilities, 16, 365-382.
Sullivan, K., & Tager-Flusberg, H. (1999). Second-order belief attribution in Williams Syndrome: Intact or
impaired? American Journal of Mental Retardation, 104, 523–532.
Swettenham, J. (1996). Can children with autism be taught to understand false belief using computers? Journal
of Child Psychology Psychiatry, 36, 157-165.
Tager-Flusberg, H., Boshart, J., & Baron-Cohen, S. (1998). Reading the windows to the soul: Evidence of domain-
specific sparing in Williams Syndrome. Journal of Cognitive Neuroscience, 10, 631–639.
Tager-Flusberg, H., & Sullivan,K. (2000). A componential view of theory of mind: evidence from Williams
Syndrome. Cognition 76, 59-90.
Tasi, L. T. (1992). Diagnostic issues in high-functioning autism. In E. Schopler & G. B. Mesibov (Eds.). High
functioning individuals with Autism (pp. 11-40). New York, NY: Plenum Press.
Wang, P. P., Doherty, S., Rourke, S. B., & Bellugi, U. (1995). Unique profile of visuo-
perceptual skills in a genetic syndrome. Brain and Cognition, 29, 54-65.
Wellman, H. M. (1990). The child’ s theory of mind. Cambridge, Mass: MIT press and Bradford Books.
Wimmer, H., ＆ Perner, J. (1983). Beliefs about belief: Representation and constraining function of wrong
beliefs in young children's understanding of deception. Cognition, 13,103-128.
Wing, L. (1998). The history of Asperger Syndrome. In E. Schopler, G. B. Mesibov, & L. J. Kunce (Eds).
Asperger Syndrome or high-functioning autism? (pp. 11-28). New York： Plenum Press.
World Health Organization (1992). The ICD-10 classification of mental and behavioral disorders: Clinical
descriptions and diagnostic guidelines. Geneva: WHO.
Zukowski, A. (2005). Knowledge of constraints on compounding in children and adolescents with Williams
syndrome. Journal of Speech, Language, and Hearing Research. 48, 79-92.