多维视角下孤独症谱系障碍儿童情绪认知的阶段性特征与神经行为机制OA

Objective To examine the emotional cognition patterns and stage-specific characteristics of children with Autism Spectrum Disorder(ASD),providing evidence to support early identification and educational support.Methods Based on theories of emotional cognition and multimodal analysis,a multimodal and multi-stage analytical framework was constructed.Twenty-five children with ASD aged 4-8 participated in a video-based emotion elicitation task involving six basic emotions(calm,happiness,sadness,fear,disgust,and surprise).Multimodal data were synchronously collected from covert physiological states(electrodermal activity and electroencephalogram)and overt behavioral responses(eye tracking and facial expressions).Emotional cognition was analyzed across four stages:emotional arousal,perception,understanding,and expression.Results Differences in electrodermal responses were observed across emotion conditions,indicating variability in emotional arousal.Increased fixation counts under both positive and negative emotions suggested preserved emotional perception.In contrast,reduced EEG activation and facial movements under emotional stimuli compared with neutral conditions indicated difficulties in emotional understanding and expression.Conclusion Children with ASD show relatively preserved emotional arousal and perception,but marked impairments in emotional understanding and expression.The proposed multimodal,stage-based framework provides objective evidence for characterizing emotional cognition in ASD and offers methodological support for educational assessment and intervention planning.