心理科学进展2025，Vol.33Issue(12)：2083-2104,中插14-中插24,33.DOI:10.3724/SP.J.1042.2025.2083
孤独症谱系障碍儿童语音情绪识别的障碍:韵律、语义还是整合困难?——基于三水平元分析的探究
Emotional speech recognition in children with autism spectrum disorder:A three-level meta-analysis of prosodic,semantic,and integrative deficits
摘要
Abstract
Children with autism spectrum disorder(ASD)face significant challenges in recognizing emotions from voice information,a core deficit underlying their social communication impairments.While existing studies have debated whether these difficulties stem from prosodic,semantic,or integrative processing deficits,inconsistent methodologies and cultural variability have hindered conclusive insights.This meta-analysis systematically synthesized data from 47 studies(93 effect sizes,N=3,142 participants)using a three-level meta-analytic model.We conducted subgroup analyses for the following categorical moderators-task type,cultural context,age group,control-group matching,speaker gender,emotion type,and ASD subtype-and meta-regression analyses for the continuous moderators of publication year,sample size,and study quality.Results revealed a moderate overall impairment in ASD children compared to neurotypical peers(g=-0.71,95％CI[-0.89,-0.54],p＜0.001),with the largest deficit observed in integrative tasks requiring simultaneous processing of semantic and prosodic cues(g=-0.90),followed by prosodic(g=-0.61)and semantic tasks(g=-0.49).Cultural context significantly moderated outcomes(p=0.023):ASD children from high-context cultures(e.g.,East Asia)exhibited more pronounced deficits(g=-1.03)than those from low-context cultures(e.g.,North America;g=-0.60),likely due to heightened reliance on implicit prosodic cues in high-context communication.In integrative tasks,material type significantly influenced performance(p＜0.001).Specifically,the greatest differences between groups were observed with materials integrating prosodic and semantic cues(g=-1.16),followed by materials featuring prosodic-semantic conflict(g=-0.80)and those where emotion was conveyed through prosody(g=-0.78).The smallest group differences were found with prosodic-semantic congruent materials(g=-0.22).Notably,age did not significantly moderate deficits,suggesting persistent core impairments rather than developmental delays.The task type interacted with cultural context(p=0.035)and emotion type(p=0.019).Specifically,children with ASD from high-context cultures demonstrated the greatest difficulties in vocal emotion recognition during integrated tasks,showing the largest performance gap compared to typically developing children when identifying mixed and complex emotions in such tasks.This meta-analysis advances the understanding of social communication deficits in ASD:emotional speech recognition challenges to impaired dynamic weighting of multimodal cues rather than isolated prosodic or semantic deficiencies.This study supports the"Weak Central Coherence theory"and provides empirical evidence for understanding the mechanisms of social impairments in ASD and developing targeted interventions.关键词
孤独症谱系障碍/语音情绪识别/语义线索/韵律线索/元分析Key words
autism spectrum disorder/emotional speech recognition/semantics cues/prosodic cues/meta-analysis分类
社会科学引用本文复制引用
陈丽君,靳悦鑫,曾涵菡,蒋销柳..孤独症谱系障碍儿童语音情绪识别的障碍:韵律、语义还是整合困难?——基于三水平元分析的探究[J].心理科学进展,2025,33(12):2083-2104,中插14-中插24,33.基金项目
福建省教育科学规划课题(FJJKBK23-06). （FJJKBK23-06）
