The atypical development of metaphor and metonymy comprehension in children with autism / Gabriella RUNDBLAD in Autism, 14-1 (January 2010)  

Public ISBD [article]  inAutism > 14-1 (January 2010) . - p.29-46 Titre : The atypical development of metaphor and metonymy comprehension in children with autism Type de document : texte imprimé Auteurs : Gabriella RUNDBLAD, Auteur ; Dagmara ANNAZ, Auteur Année de publication : 2010 Article en page(s) : p.29-46 Langues : Anglais (eng) Mots-clés : autism developmental-trajectories metaphor metonymy pragmatics Index. décimale : PER Périodiques Résumé : One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study. En ligne : http://dx.doi.org/10.1177/1362361309340667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967 [article] The atypical development of metaphor and metonymy comprehension in children with autism [texte imprimé] / Gabriella RUNDBLAD, Auteur ; Dagmara ANNAZ, Auteur . - 2010 . - p.29-46. Langues : Anglais (eng) in Autism > 14-1 (January 2010) . - p.29-46 Mots-clés : autism developmental-trajectories metaphor metonymy pragmatics Index. décimale : PER Périodiques Résumé : One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study. En ligne : http://dx.doi.org/10.1177/1362361309340667 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967

Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors / Eric L. OLOFSON in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2568-2583 Titre : Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors Type de document : texte imprimé Auteurs : Eric L. OLOFSON, Auteur ; Drew CASEY, Auteur ; Olufemi A. OLUYEDUN, Auteur ; Jo VAN HERWEGEN, Auteur ; Adam BECERRA, Auteur ; Gabriella RUNDBLAD, Auteur Article en page(s) : p.2568-2583 Langues : Anglais (eng) Mots-clés : Autism  Metaphor  Conceptual metaphor  Language Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03–22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications. En ligne : http://dx.doi.org/10.1007/s10803-014-2129-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors [texte imprimé] / Eric L. OLOFSON, Auteur ; Drew CASEY, Auteur ; Olufemi A. OLUYEDUN, Auteur ; Jo VAN HERWEGEN, Auteur ; Adam BECERRA, Auteur ; Gabriella RUNDBLAD, Auteur . - p.2568-2583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2568-2583 Mots-clés : Autism  Metaphor  Conceptual metaphor  Language Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03–22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications. En ligne : http://dx.doi.org/10.1007/s10803-014-2129-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

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