Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'Internal state language'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities / Michael SILLER in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities Type de document : Texte imprimé et/ou numérique Auteurs : Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur Article en page(s) : p.589-596 Mots-clés : Autism spectrum disorder Narrative Internal state language Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596[article] Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities [Texte imprimé et/ou numérique] / Michael SILLER, Auteur ; Meghan R. SWANSON, Auteur ; Gayle SERLIN, Auteur ; Ann G. TEACHWORTH, Auteur . - p.589-596.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.589-596
Mots-clés : Autism spectrum disorder Narrative Internal state language Theory of mind Index. décimale : PER Périodiques Résumé : The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 “I love the cute caterpillar!” autistic children's production of internal state language across contexts and relations to Joint Attention and theory of mind / Susanne KRISTEN in Research in Autism Spectrum Disorders, 12 (April 2015)
[article]
Titre : “I love the cute caterpillar!” autistic children's production of internal state language across contexts and relations to Joint Attention and theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Susanne KRISTEN, Auteur ; Maria VUORI, Auteur ; Beate SODIAN, Auteur Article en page(s) : p.22-33 Langues : Anglais (eng) Mots-clés : Internal state language Joint attention Theory of mind Context effects Index. décimale : PER Périodiques Résumé : Abstract Research on internal state language in autistic children reveals an uneven pattern. While some studies show that high-ability autistic children are impaired across a broad range of internal state term categories (e.g., desires, emotions and cognitive terms), other research shows that autistic children are more selectively impaired in their talk about cognitive states. Finally, some studies even demonstrate no impairments. The different findings have largely been explained by context effects. However, to date, studies have yet to compare the same children across different contexts to corroborate this interpretation. Further, studies involving contexts where autistic children's reactivity is actively triggered by providing clear joint attention cues or by exploiting autistic children's intense interest in objects are lacking. Thus, this study tested internal state language from different categories across three different contexts (narrative context, motivating mechanical toy context, elicited interactive joint attention context) and related it to joint attention skills and children's theory of mind. Results revealed that deficits in autistic children's internal state language were highly specific and relation to theory of mind varied by context. In sum, this research suggests that both theorists and practitioners need to take into account context when studying or promoting autistic individuals’ psychological comprehension. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 12 (April 2015) . - p.22-33[article] “I love the cute caterpillar!” autistic children's production of internal state language across contexts and relations to Joint Attention and theory of mind [Texte imprimé et/ou numérique] / Susanne KRISTEN, Auteur ; Maria VUORI, Auteur ; Beate SODIAN, Auteur . - p.22-33.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 12 (April 2015) . - p.22-33
Mots-clés : Internal state language Joint attention Theory of mind Context effects Index. décimale : PER Périodiques Résumé : Abstract Research on internal state language in autistic children reveals an uneven pattern. While some studies show that high-ability autistic children are impaired across a broad range of internal state term categories (e.g., desires, emotions and cognitive terms), other research shows that autistic children are more selectively impaired in their talk about cognitive states. Finally, some studies even demonstrate no impairments. The different findings have largely been explained by context effects. However, to date, studies have yet to compare the same children across different contexts to corroborate this interpretation. Further, studies involving contexts where autistic children's reactivity is actively triggered by providing clear joint attention cues or by exploiting autistic children's intense interest in objects are lacking. Thus, this study tested internal state language from different categories across three different contexts (narrative context, motivating mechanical toy context, elicited interactive joint attention context) and related it to joint attention skills and children's theory of mind. Results revealed that deficits in autistic children's internal state language were highly specific and relation to theory of mind varied by context. In sum, this research suggests that both theorists and practitioners need to take into account context when studying or promoting autistic individuals’ psychological comprehension. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language / Christina KAUSCHKE in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language Type de document : Texte imprimé et/ou numérique Auteurs : Christina KAUSCHKE, Auteur ; Bettina BEEK, Auteur ; Inge KAMP-BECKER, Auteur Article en page(s) : p.840-852 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Communication Narratives Internal state language Gender Coherence Cohesion Index. décimale : PER Périodiques Résumé : Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2620-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.840-852[article] Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language [Texte imprimé et/ou numérique] / Christina KAUSCHKE, Auteur ; Bettina BEEK, Auteur ; Inge KAMP-BECKER, Auteur . - p.840-852.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.840-852
Mots-clés : Autism spectrum disorders Communication Narratives Internal state language Gender Coherence Cohesion Index. décimale : PER Périodiques Résumé : Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2620-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281