易莉，笔丑.顿，中山大学，副教授
时间： 2014-06-20 12:00 - 14:00
地点： 哲学楼105
In addition to learning through direct observations, young children rely heavily on the testimonies of others to acquire knowledge. Young children are willing to trust others’ testimony, even those that challenge their own observations, knowledge, or common sense. The majority of the existing research on trust development has focused on typically developing (TD) children. No study has examined how children with Autism Spectrum Disorder (ASD) trust others’ deceptive testimony and whether their trust tendency is different from that of TD children. The present studies were conducted to bridge this important gap in the literature. School-aged children with ASD and ability-matched TD children participated in a game to find a hidden prize. An informant repeatedly misinformed children about the whereabouts of the prize. Although children with ASD did not blindly trust all information provided by the informant, they were significantly more trusting of the deceptive informant than TD children. Further, in the deception task which asked children to switch the roles with the deceptive informant, children with ASD were less likely to retaliate by deceiving the informant than TD children. We also found that children with ASD who distrusted a deceptive adult were less flexible and therefore less able to generalize their distrust to different situations compared to TD children.
2014-06-20
2014-06-20