Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism / Qin ZHENG in Research in Autism Spectrum Disorders, 10 (February 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 10 (February 2015) . - p.51-58 Titre : Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Qin ZHENG, Auteur ; Zhongheng JIA, Auteur ; Dandan LIANG, Auteur Article en page(s) : p.51-58 Langues : Anglais (eng) Mots-clés : Chinese children with high-functioning autism  Metaphor comprehension  Metonymy comprehension  Semantic knowledge Index. décimale : PER Périodiques Résumé : This study investigated the role of semantic knowledge in metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism (HFA). In the contexts of simple short stories, the authors studied autistic children's comprehension of metaphors in the fashion of “X is Y” and metonyms in the fashion of “X metonymically refers to Y”. Furthermore, the authors examined the semantic role of receptive vocabulary in metaphor and metonymy comprehension in autistic children, and compared it to that in typically developing (TD) children matched to chronological age, verbal IQ, performance IQ and total IQ. It was found that Chinese children with HFA exhibited lower competence in metonymy comprehension than in metaphor comprehension; semantic knowledge was correlated with the comprehension of metaphor rather than that of metonymy; Chinese children with HFA were capable to retrieve similarities between the two terms of the metaphor and construct conventional match relations, but not so capable as the TD peers; the static knowledge of the receptive vocabulary of autistic children cannot fully and effectively predict their performance on metaphor tasks, presumably because they represent semantic knowledge and process information in a manner distinct from TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism [Texte imprimé et/ou numérique] / Qin ZHENG, Auteur ; Zhongheng JIA, Auteur ; Dandan LIANG, Auteur . - p.51-58. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.51-58 Mots-clés : Chinese children with high-functioning autism  Metaphor comprehension  Metonymy comprehension  Semantic knowledge Index. décimale : PER Périodiques Résumé : This study investigated the role of semantic knowledge in metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism (HFA). In the contexts of simple short stories, the authors studied autistic children's comprehension of metaphors in the fashion of “X is Y” and metonyms in the fashion of “X metonymically refers to Y”. Furthermore, the authors examined the semantic role of receptive vocabulary in metaphor and metonymy comprehension in autistic children, and compared it to that in typically developing (TD) children matched to chronological age, verbal IQ, performance IQ and total IQ. It was found that Chinese children with HFA exhibited lower competence in metonymy comprehension than in metaphor comprehension; semantic knowledge was correlated with the comprehension of metaphor rather than that of metonymy; Chinese children with HFA were capable to retrieve similarities between the two terms of the metaphor and construct conventional match relations, but not so capable as the TD peers; the static knowledge of the receptive vocabulary of autistic children cannot fully and effectively predict their performance on metaphor tasks, presumably because they represent semantic knowledge and process information in a manner distinct from TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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