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Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 58 (February 2019)
[article]
Titre : Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur Article en page(s) : p.30-38 Langues : Anglais (eng) Mots-clés : ASD Irony ToM Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38[article] Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Dror DOLFIN, Auteur ; Nathaniel LAOR, Auteur ; Nira MASHAL, Auteur . - p.30-38.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.30-38
Mots-clés : ASD Irony ToM Hinting test Index. décimale : PER Périodiques Résumé : Background Despite evidence suggesting that individuals with Autism Spectrum Disorder (ASD) may have difficulties in comprehension of figurative language, and irony in particular, previous studies examining this ability among individuals with (ASD) have reported inconsistent findings, resulting in different suggested etiologies of this difficulty. In view of the inconclusive findings, the current study assesses the contribution of various factors to irony comprehension, with specific focus on the association between mentalizing ability and irony comprehension. Method Irony comprehension was examined in 20 individuals with ASD (age range 10–15) as compared to 20 typically developing (TD) peers (age range 10–15) through a task of reading ten ironic comics. Participants were matched by age, gender, vocabulary, executive function abilities, and their results on a second-order false-belief task. Their mentalizing abilities were examined by the Hinting Test for the ability to understand intentions. Results A significant difference in irony comprehension was observed between the groups. Re-adjusting the group matching according to the Hinting Test scores eliminated the group difference in irony comprehension. Multilevel regression with logit link analysis showed that hinting and mental flexibility contributed to irony comprehension. Conclusions The study's findings demonstrated that individuals with ASD showed adequate ability to comprehend irony but nonetheless were outperformed by TD peers (matched on age, language, ToM, and executive functioning abilities). A comparison of the two groups by their mentalizing abilities (through understanding intentions) revealed similar comprehension abilities. These findings highlight the importance of using several tools that each focus on different aspects of mentalizing when assessing this skill in studies of figurative language in ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Hemispheric Processing of Idioms and Irony in Adults With and Without Pervasive Developmental Disorder / Ronit SABAN-BEZALEL in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
[article]
Titre : Hemispheric Processing of Idioms and Irony in Adults With and Without Pervasive Developmental Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Nira MASHAL, Auteur Article en page(s) : p.3496-3508 Langues : Anglais (eng) Mots-clés : Autism Pervasive developmental disorder Idioms Irony Divided visual field Hemispheres Lateralization Index. décimale : PER Périodiques Résumé : Previous studies on individuals with pervasive developmental disorders (PDD) have pointed to difficulties in comprehension of figurative language. Using the divided visual field paradigm, the present study examined hemispheric processing of idioms and irony in 23 adults with PDD and in 24 typically developing (TD) adults. The results show that adults with PDD were relatively unimpaired in understanding figurative language. While the TD group demonstrated a right hemisphere advantage in processing the non-salient meanings of idioms as well as the ironic endings of paragraphs, the PDD group processed these stimuli bilaterally. Our findings suggest that brain lateralization is atypical in adults with PDD. Successful performance along with bilateral brain activation suggests that the PDD group uses a compensation mechanism. En ligne : http://dx.doi.org/10.1007/s10803-015-2496-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3496-3508[article] Hemispheric Processing of Idioms and Irony in Adults With and Without Pervasive Developmental Disorder [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Nira MASHAL, Auteur . - p.3496-3508.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3496-3508
Mots-clés : Autism Pervasive developmental disorder Idioms Irony Divided visual field Hemispheres Lateralization Index. décimale : PER Périodiques Résumé : Previous studies on individuals with pervasive developmental disorders (PDD) have pointed to difficulties in comprehension of figurative language. Using the divided visual field paradigm, the present study examined hemispheric processing of idioms and irony in 23 adults with PDD and in 24 typically developing (TD) adults. The results show that adults with PDD were relatively unimpaired in understanding figurative language. While the TD group demonstrated a right hemisphere advantage in processing the non-salient meanings of idioms as well as the ironic endings of paragraphs, the PDD group processed these stimuli bilaterally. Our findings suggest that brain lateralization is atypical in adults with PDD. Successful performance along with bilateral brain activation suggests that the PDD group uses a compensation mechanism. En ligne : http://dx.doi.org/10.1007/s10803-015-2496-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Selective Pragmatic Impairment in Autism Spectrum Disorder: Indirect Requests Versus Irony / G. DELIENS in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Selective Pragmatic Impairment in Autism Spectrum Disorder: Indirect Requests Versus Irony Type de document : Texte imprimé et/ou numérique Auteurs : G. DELIENS, Auteur ; F. PAPASTAMOU, Auteur ; N. RUYTENBEEK, Auteur ; P. GEELHAND, Auteur ; M. KISSINE, Auteur Article en page(s) : p.2938-2952 Langues : Anglais (eng) Mots-clés : Autism Communication Executive function Eye-tracking Indirect speech acts Irony Pragmatics Request Social motivation Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often described as being characterised by a uniform pragmatic impairment. However, recent evidence suggests that some areas of pragmatic functioning are preserved. This study seeks to determine to which extent context-based derivation of non-linguistically encoded meaning is functional in ASD. We compare the performance of 24 adults with ASD, and matched neuro-typical adults in two act-out pragmatic tasks. The first task examines generation of indirect request interpretations, and the second the comprehension of irony. Intact contextual comprehension of indirect requests contrasts with marked difficulties in understanding irony. These results suggest that preserved pragmatics in ASD is limited to egocentric processing of context, which does not rely on assumptions about the speaker's mental states. En ligne : http://dx.doi.org/10.1007/s10803-018-3561-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.2938-2952[article] Selective Pragmatic Impairment in Autism Spectrum Disorder: Indirect Requests Versus Irony [Texte imprimé et/ou numérique] / G. DELIENS, Auteur ; F. PAPASTAMOU, Auteur ; N. RUYTENBEEK, Auteur ; P. GEELHAND, Auteur ; M. KISSINE, Auteur . - p.2938-2952.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.2938-2952
Mots-clés : Autism Communication Executive function Eye-tracking Indirect speech acts Irony Pragmatics Request Social motivation Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often described as being characterised by a uniform pragmatic impairment. However, recent evidence suggests that some areas of pragmatic functioning are preserved. This study seeks to determine to which extent context-based derivation of non-linguistically encoded meaning is functional in ASD. We compare the performance of 24 adults with ASD, and matched neuro-typical adults in two act-out pragmatic tasks. The first task examines generation of indirect request interpretations, and the second the comprehension of irony. Intact contextual comprehension of indirect requests contrasts with marked difficulties in understanding irony. These results suggest that preserved pragmatics in ASD is limited to egocentric processing of context, which does not rely on assumptions about the speaker's mental states. En ligne : http://dx.doi.org/10.1007/s10803-018-3561-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Emotional Processing of Ironic Versus Literal Criticism in Autistic and Nonautistic Adults: Evidence From Eye-Tracking / Mahsa BARZY in Autism Research, 13-4 (April 2020)
[article]
Titre : Emotional Processing of Ironic Versus Literal Criticism in Autistic and Nonautistic Adults: Evidence From Eye-Tracking Type de document : Texte imprimé et/ou numérique Auteurs : Mahsa BARZY, Auteur ; Ruth FILIK, Auteur ; David WILLIAMS, Auteur ; Heather J. FERGUSON, Auteur Article en page(s) : p.563-578 Langues : Anglais (eng) Mots-clés : autism emotion eye-tracking irony language comprehension perspective sarcasm Index. décimale : PER Périodiques Résumé : Typically developing adults are able to keep track of story characters' emotional states online while reading. Filik et al. showed that initially, participants expected the victim to be more hurt by ironic comments than literal, but later considered them less hurtful; ironic comments were regarded as more amusing. We examined these processes in autistic adults, since previous research has demonstrated socio-emotional difficulties among autistic people, which may lead to problems processing irony and its related emotional processes despite an intact ability to integrate language in context. We recorded eye movements from autistic and nonautistic adults while they read narratives in which a character (the victim) was either criticized in an ironic or a literal manner by another character (the protagonist). A target sentence then either described the victim as feeling hurt/amused by the comment, or the protagonist as having intended to hurt/amused the victim by making the comment. Results from the nonautistic adults broadly replicated the key findings from Filik et al., supporting the two-stage account. Importantly, the autistic adults did not show comparable two-stage processing of ironic language; they did not differentiate between the emotional responses for victims or protagonists following ironic versus literal criticism. These findings suggest that autistic people experience a specific difficulty taking into account other peoples' communicative intentions (i.e., infer their mental state) to appropriately anticipate emotional responses to an ironic comment. We discuss how these difficulties might link to atypical socio-emotional processing in autism, and the ability to maintain successful real-life social interactions. Autism Res 2020, 13: 563-578. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In line with research showing that autistic people have difficulties considering others' mental states, we found autistic adults were impaired at distinguishing the emotions and intentions experienced by story characters who received sarcastic comments (e.g., "That was fantastic parking" in a context where someone's parking was particularly bad). These findings highlight the difficulties that autistic people experience taking into account other peoples' intentions during communication to appropriately anticipate their emotional responses. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.563-578[article] Emotional Processing of Ironic Versus Literal Criticism in Autistic and Nonautistic Adults: Evidence From Eye-Tracking [Texte imprimé et/ou numérique] / Mahsa BARZY, Auteur ; Ruth FILIK, Auteur ; David WILLIAMS, Auteur ; Heather J. FERGUSON, Auteur . - p.563-578.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.563-578
Mots-clés : autism emotion eye-tracking irony language comprehension perspective sarcasm Index. décimale : PER Périodiques Résumé : Typically developing adults are able to keep track of story characters' emotional states online while reading. Filik et al. showed that initially, participants expected the victim to be more hurt by ironic comments than literal, but later considered them less hurtful; ironic comments were regarded as more amusing. We examined these processes in autistic adults, since previous research has demonstrated socio-emotional difficulties among autistic people, which may lead to problems processing irony and its related emotional processes despite an intact ability to integrate language in context. We recorded eye movements from autistic and nonautistic adults while they read narratives in which a character (the victim) was either criticized in an ironic or a literal manner by another character (the protagonist). A target sentence then either described the victim as feeling hurt/amused by the comment, or the protagonist as having intended to hurt/amused the victim by making the comment. Results from the nonautistic adults broadly replicated the key findings from Filik et al., supporting the two-stage account. Importantly, the autistic adults did not show comparable two-stage processing of ironic language; they did not differentiate between the emotional responses for victims or protagonists following ironic versus literal criticism. These findings suggest that autistic people experience a specific difficulty taking into account other peoples' communicative intentions (i.e., infer their mental state) to appropriately anticipate emotional responses to an ironic comment. We discuss how these difficulties might link to atypical socio-emotional processing in autism, and the ability to maintain successful real-life social interactions. Autism Res 2020, 13: 563-578. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In line with research showing that autistic people have difficulties considering others' mental states, we found autistic adults were impaired at distinguishing the emotions and intentions experienced by story characters who received sarcastic comments (e.g., "That was fantastic parking" in a context where someone's parking was particularly bad). These findings highlight the difficulties that autistic people experience taking into account other peoples' intentions during communication to appropriately anticipate their emotional responses. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2272 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder / K. IBRAHIM in Autism Research, 14-12 (December 2021)
[article]
Titre : Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur Article en page(s) : p.2495-2511 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-12 (December 2021) . - p.2495-2511[article] Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder [Texte imprimé et/ou numérique] / K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur . - p.2495-2511.
Langues : Anglais (eng)
in Autism Research > 14-12 (December 2021) . - p.2495-2511
Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Teaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)
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