This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers.

中文翻译：

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同伴游戏中的心理状态表达：典型发育儿童与自闭症谱系障碍儿童的比较

本研究调查了自闭症谱系障碍 (ASD) 儿童与从事游戏的典型发育 (TD) 儿童的心理状态术语使用之间的关系。心理状态术语的表达被用作心理理论 (ToM) 技能的指标。存档数据用于比较参与各种游戏环境的五个 ASD-TD 二元组的心理状态术语使用情况。在想象游戏中，ASD 儿童使用的认知心理状态术语比 TD 儿童少，但使用的情绪心理状态术语数量相似。在组合游戏中，两组都使用了相似数量的认知和情绪心理状态术语。游戏情境暗示 ASD 儿童在表达中使用精神状态术语。在游戏过程中脚手架使用精神状态术语可能为儿童提供使用更高级 ToM 水平的机会，