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I thought we were good: social cognition, figurative language, and adolescent psychopathology / Nancie IM-BOLTER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)
[article]
Titre : I thought we were good: social cognition, figurative language, and adolescent psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur Article en page(s) : p.724-732 Langues : Anglais (eng) Mots-clés : Social cognition structural language figurative language adolescence mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732[article] I thought we were good: social cognition, figurative language, and adolescent psychopathology [Texte imprimé et/ou numérique] / Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur . - p.724-732.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732
Mots-clés : Social cognition structural language figurative language adolescence mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 Strange Words: Autistic Traits and the Processing of Non-Literal Language / Peter E. MCKENNA in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
[article]
Titre : Strange Words: Autistic Traits and the Processing of Non-Literal Language Type de document : Texte imprimé et/ou numérique Auteurs : Peter E. MCKENNA, Auteur ; Alexandra GLASS, Auteur ; Gnanathusharan RAJENDRAN, Auteur ; Martin CORLEY, Auteur Article en page(s) : p.3606-3612 Langues : Anglais (eng) Mots-clés : Autistic traits Autistic Quotient Figurative language Language processing Index. décimale : PER Périodiques Résumé : Previous investigations into metonymy comprehension in ASD have confounded metonymy with anaphora, and outcome with process. Here we show how these confounds may be avoided, using data from non-diagnosed participants classified using Autism Quotient. Participants read sentences containing target words with novel or established metonymic senses (e.g., Finland, Vietnam) in literal- or figurative-supporting contexts. Participants took longer to read target words in figurative contexts, especially where the metonymic sense was novel. Importantly, participants with higher AQs took longer still to read novel metonyms. This suggests a focus for further exploration, in terms of potential differences between individuals diagnosed with ASD and their neurotypical counterparts, and more generally in terms of the processes by which comprehension is achieved. En ligne : http://dx.doi.org/10.1007/s10803-015-2508-4 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.3606-3612[article] Strange Words: Autistic Traits and the Processing of Non-Literal Language [Texte imprimé et/ou numérique] / Peter E. MCKENNA, Auteur ; Alexandra GLASS, Auteur ; Gnanathusharan RAJENDRAN, Auteur ; Martin CORLEY, Auteur . - p.3606-3612.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3606-3612
Mots-clés : Autistic traits Autistic Quotient Figurative language Language processing Index. décimale : PER Périodiques Résumé : Previous investigations into metonymy comprehension in ASD have confounded metonymy with anaphora, and outcome with process. Here we show how these confounds may be avoided, using data from non-diagnosed participants classified using Autism Quotient. Participants read sentences containing target words with novel or established metonymic senses (e.g., Finland, Vietnam) in literal- or figurative-supporting contexts. Participants took longer to read target words in figurative contexts, especially where the metonymic sense was novel. Importantly, participants with higher AQs took longer still to read novel metonyms. This suggests a focus for further exploration, in terms of potential differences between individuals diagnosed with ASD and their neurotypical counterparts, and more generally in terms of the processes by which comprehension is achieved. En ligne : http://dx.doi.org/10.1007/s10803-015-2508-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter / Tamara KALANDADZE in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
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Titre : Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter Type de document : Texte imprimé et/ou numérique Auteurs : Tamara KALANDADZE, Auteur ; J. BRAEKEN, Auteur ; Cecilia BRYNSKOV, Auteur ; K. B. NÆSS, Auteur Article en page(s) : p.316-326 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Comprehension Cross-Sectional Studies Humans Language Metaphor Autism Figurative language Pragmatics Index. décimale : PER Périodiques Résumé : Poor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difficulties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N?=?29) and individuals with typical development (TD; N?=?31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difficulty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04922-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.316-326[article] Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter [Texte imprimé et/ou numérique] / Tamara KALANDADZE, Auteur ; J. BRAEKEN, Auteur ; Cecilia BRYNSKOV, Auteur ; K. B. NÆSS, Auteur . - p.316-326.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.316-326
Mots-clés : Autism Spectrum Disorder Comprehension Cross-Sectional Studies Humans Language Metaphor Autism Figurative language Pragmatics Index. décimale : PER Périodiques Résumé : Poor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difficulties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N?=?29) and individuals with typical development (TD; N?=?31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difficulty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-04922-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder / Penny M. PEXMAN in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
[article]
Titre : Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Penny M. PEXMAN, Auteur ; Kristin R. ROSTAD, Auteur ; Carly A. MCMORRIS, Auteur ; Emma A. CLIMIE, Auteur ; Jacqueline STOWKOWY, Auteur ; Melanie GLENWRIGHT, Auteur Année de publication : 2011 Article en page(s) : p.1097-1112 Langues : Anglais (eng) Mots-clés : Verbal irony High-functioning Autism spectrum disorder Language processing Eye gaze Figurative language Index. décimale : PER Périodiques Résumé : We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically-developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typically-developing children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony. En ligne : http://dx.doi.org/10.1007/s10803-010-1131-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1097-1112[article] Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Penny M. PEXMAN, Auteur ; Kristin R. ROSTAD, Auteur ; Carly A. MCMORRIS, Auteur ; Emma A. CLIMIE, Auteur ; Jacqueline STOWKOWY, Auteur ; Melanie GLENWRIGHT, Auteur . - 2011 . - p.1097-1112.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1097-1112
Mots-clés : Verbal irony High-functioning Autism spectrum disorder Language processing Eye gaze Figurative language Index. décimale : PER Périodiques Résumé : We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically-developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typically-developing children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony. En ligne : http://dx.doi.org/10.1007/s10803-010-1131-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132