A Case Study Of Cognitive Intervention On Autistic Children’s Learning Of Personal Pronouns

From the perspective of cognitive intervention,this thesis takes autistic children’s learning of personal pronouns as the research object,assists them in learning personal pronouns and conducts an eight-month observation and research on them.We help autistic children understand personal pronouns and improve their correct rate of using personal pronouns.Through the pre-test,we find that both subjects appear to avoid and reverse personal pronouns.Based on this,we do cognitive intervention in their learning of personal pronouns.Firstly,by assisting them to use their own sensory organs to interact with the external environment,they gradually form the basic concept with overall characteristics of personal pronouns.Then,by repeatedly perceiving a plurality of cases with similar characteristics,a cognitive model conforming to the dialogue relationship is gradually formed.Finally,changing the questioners and sentence patterns will help them gradually form the correct concept structure of personal pronouns in different dialogue relations,improve their ability to use personal pronouns,and reduce misuse as well as missing of personal pronouns.The results show that cognitive intervention is effective to autistic children’s learning of personal pronouns.The effect of intervention decreases with the increase of sentence patterns’ difficulty.We think that autistic children chose the most prominent part of the conversational context to answer questions.When the expression of secondary highlight is not smooth or uncertain,they may omit it.In addition,the more fixed projection between the dialogue roles and the personal pronouns is,the better their mastery of the personal pronouns will be.When sentence patterns become more difficult and the projection to the abstract domain is unsuccessful,it is difficult for autistic children to understand that the “I” of question sentence is not refer to subjects themselves while the “he or she” will become “you” after the conversion of the dialogue roles.In short,the correct use of personal pronouns depends on the establishment of image schema,otherwise there will be abnormal use of personal pronouns like avoidance and reversal.We suggest to combine direct address and personal pronouns in the question sentence and use their understanding of direct address to assist the study of the pronoun.In addition,small cards with “you”,“I” and “he or she” can be used in teaching as language training materials.The most important thing is to use personal pronouns over and over again in different scenes to achieve generalization.Firstly,this thesis analysis the effects of the learning method assisted by cognitive intervention on autistic children’s learning of personal pronouns.Secondly,it attempts to explain the reason why autistic children use personal pronouns abnormally from the perspective of cognitive intervention.Thirdly,it also provides some suggestions on autistic children’s learning of personal pronouns.Although there are some shortcomings and regrets in this study,we hope the modest efforts can help autistic children to learn personal pronouns effectively.