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Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers / Adam E. GREEN in Autism, 21-4 (May 2017)
[article]
Titre : Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Natalie M GALLAGHER, Auteur ; Ligia ANTEZANA, Auteur ; Maya G MOSNER, Auteur ; Samantha KRIEG, Auteur ; Katherina DUDLEY, Auteur ; Allison B. RATTO, Auteur ; Benjamin E YERYS, Auteur Article en page(s) : p.403-411 Langues : Anglais (eng) Mots-clés : analogy autism spectrum disorder development social cognition Index. décimale : PER Périodiques Résumé : Analogical reasoning is an important mechanism for social cognition in typically developing children, and recent evidence suggests that some forms of analogical reasoning may be preserved in autism spectrum disorder. An unanswered question is whether children with autism spectrum disorder can apply analogical reasoning to social information. In all, 92 children with autism spectrum disorder completed a social content analogical reasoning task presented via photographs of real-world social interactions. Autism spectrum disorder participants exhibited performance that was well above chance and was not significantly worse than age- and intelligence quotient–matched typically developing children. Investigating the relationship of social content analogical reasoning performance to age in this cross-sectional dataset indicated similar developmental trajectories in the autism spectrum disorder and typically developing children groups. These findings provide new support for intact analogical reasoning in autism spectrum disorder and have theoretical implications for analogy as a metacognitive skill that may be at least partially dissociable from general deficits in processing social content. As an initial study of social analogical reasoning in children with autism spectrum disorder, this study focused on a basic research question with limited ecological validity. Evidence that children with autism spectrum disorder can apply analogical reasoning ability to social content may have long-range applied implications for exploring how this capacity might be channeled to improve social cognition in daily life. En ligne : http://dx.doi.org/10.1177/1362361316644728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Autism > 21-4 (May 2017) . - p.403-411[article] Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers [Texte imprimé et/ou numérique] / Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Natalie M GALLAGHER, Auteur ; Ligia ANTEZANA, Auteur ; Maya G MOSNER, Auteur ; Samantha KRIEG, Auteur ; Katherina DUDLEY, Auteur ; Allison B. RATTO, Auteur ; Benjamin E YERYS, Auteur . - p.403-411.
Langues : Anglais (eng)
in Autism > 21-4 (May 2017) . - p.403-411
Mots-clés : analogy autism spectrum disorder development social cognition Index. décimale : PER Périodiques Résumé : Analogical reasoning is an important mechanism for social cognition in typically developing children, and recent evidence suggests that some forms of analogical reasoning may be preserved in autism spectrum disorder. An unanswered question is whether children with autism spectrum disorder can apply analogical reasoning to social information. In all, 92 children with autism spectrum disorder completed a social content analogical reasoning task presented via photographs of real-world social interactions. Autism spectrum disorder participants exhibited performance that was well above chance and was not significantly worse than age- and intelligence quotient–matched typically developing children. Investigating the relationship of social content analogical reasoning performance to age in this cross-sectional dataset indicated similar developmental trajectories in the autism spectrum disorder and typically developing children groups. These findings provide new support for intact analogical reasoning in autism spectrum disorder and have theoretical implications for analogy as a metacognitive skill that may be at least partially dissociable from general deficits in processing social content. As an initial study of social analogical reasoning in children with autism spectrum disorder, this study focused on a basic research question with limited ecological validity. Evidence that children with autism spectrum disorder can apply analogical reasoning ability to social content may have long-range applied implications for exploring how this capacity might be channeled to improve social cognition in daily life. En ligne : http://dx.doi.org/10.1177/1362361316644728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 The Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : The Use of Orthographic Analogies in Learning to Read Chinese Type de document : Texte imprimé et/ou numérique Auteurs : Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur Année de publication : 1999 Article en page(s) : p.393-403 Langues : Anglais (eng) Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403[article] The Use of Orthographic Analogies in Learning to Read Chinese [Texte imprimé et/ou numérique] / Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur . - 1999 . - p.393-403.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403
Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124