孤独症是一种严重的生物学缺陷性精神疾病，易导致个体在社会适应性上存在终身障碍，临床表现主要包括社会交互缺陷、交流缺陷、限制性和刻板性行为障碍。高功能孤独症(High Function Autism, HFA)是指发育年龄接近实际年龄或 IQ ≥70 的孤独症。合作行为是孤独症个体社会适应性的重要表现。为了探讨HFA儿童的合作行为及其影响因素，本研究考察了6-12岁HFA儿童和年龄性别匹配的正常儿童在心理认知因素上的社会性和非社会缺损与合作行为，并进一步考察了缺损特征、搭档的道德品质和惩罚干预对合作行为的影响。采用经典的囚徒困境博弈和工具性任务探查了HFA和正常儿童两种不同形式的合作行为。其中心理认知因素包括心理理论、执行功能、中心信息整合能力、移情&系统化能力，分别采用错误信念任务&面孔任务、威斯康星卡片分类任务、镶嵌图形测验、移情-系统化问卷进行了测查。得到的主要研究结果如下： 1）HFA与正常儿童在囚徒困境中的合作行为之间不存在差异。然而，HFA儿童在工具任务干扰阶段中的合作水平低于正常儿童。 2）HFA儿童表现出明显的社会性缺损，体现为心理理论得分和移情能力都低于正常儿童。HFA儿童的非社会性缺损主要体现为执行功能差于正常儿童。 3）心理理论的认知成分对HFA和正常儿童的合作行为没有预测作用，而与情绪相关的能力（情绪识别能力和移情能力）会预测HFA儿童在囚徒困境中的合作行为。执行功能会预测HFA和正常儿童在囚徒困境中的合作行为，而中心信息整合能力会预测HFA儿童在工具性任务中的合作行为。 4） HFA和正常儿童都能对他人的好坏进行正确的道德判断。搭档的道德品质不会影响HFA儿童的合作行为，而与好孩子搭档会促进正常儿童的合作行为。 5）惩罚不会促进HFA儿童的合作行为，但会促进正常儿童的合作行为。
Autism is a group serious neurobiological disorders characterized by impaired social interaction and communication and by restricted and repetitive behavior, which easily lead to individual’s obstacle on social adaptability perpetually. Children with high function autism (HFA) refers to children with autism whose developmental age is close to physiological age or IQ≥70. Cooperative activities are the important aspects of social adaptability of children with autism. In order to examine cooperative behavior in HFA children, this study investigated social and nonsocial deficits and cooperative behavior of HFA children and typically developing (TD) children which were 6-12 years old. Furthermore, the impacts of impairments in psychological factors, partner’s morality and punishment on children’s cooperative behavior were also examined. Classical Prisoner Dilemma and cooperative instrumental tasks were used to investigate cooperative behavior of HFA and TD children. The impairments in theory of mind, executive function, central coherence and empathing-systeming were measured by false belif task & face test, Wisconsin card sorting task, embedded figures test and the empathizing/systemizing quotient questionnaire respectively. The main findings were as follows: 1) There was no difference in cooperative behavior in prisoner dilemma between HFA and TD children. However, HFA children’s cooperative activities in the interruption period of instrumental tasks was significantly lower than TD children. 2) HFA children showed obvious social deficits, whose thery of mind and empathy were worse than TD children HFA children’s non-social deficits mainly refered to poorer executive function than TD children. 3) The social-cognition components of theory of mind did not predict children’s cooperative behavior, whereas the social-perceptual components of theory of mind (recognition to simple emotion) and empathy predicted HFA children’s cooperative behavior in prisoner dilemma. Executive function predicted HFA and TD children’s cooperative behavior in prisoner dilemma, while central coherence predicted HFA children’s cooperative activities in the interruption period of instrumental tasks. 4) Both HFA and TD children were able to correctly judge whether others were good or bad. HFA children’s cooperative behavior was not impacted by partner’s morality. However, TD children showed more cooperative behavior when they played with good child than when they played with bad child. 5) Punishment did not promote HFA children’s cooperative behavior, whereas promoted TD children’s cooperative behavior in prisoner dilemma.