The atypical pattern of irony comprehension in autistic children

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2022-05-05 DOI:10.1017/S0142716422000091

F. Panzeri, Greta Mazzaggio, B. Giustolisi, Silvia Silleresi, L. Surian

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引用次数: 2

Abstract

Abstract Nonliteral language understanding has always been recognized as problematic in autistic individuals. We ran a study on 26 autistic children (mean age = 7.3 years) and 2 comparison groups of typically developing children, 1 matched for chronological age, and 1 of younger peers (mean age = 6.11 years) matched for linguistic abilities, aiming at assessing their understanding of ironic criticisms and compliments, and identifying the cognitive and linguistic factors that may underpin this ability. Autistic participants lagged behind the comparison groups in the comprehension of both types of irony, and their performance was related to mindreading and linguistic abilities. Significant correlations were found between first-order Theory of Mind (ToM) and both types of irony, between second-order ToM and ironic compliments, and between linguistic abilities and ironic criticisms. The autistic group displayed an interesting, and previously unattested in the literature, bimodal distribution: the great majority of them (n = 18) displayed a very poor performance in irony understanding, whereas some (n = 6) were at ceiling. We discuss these results in terms of two different profiles of autistic children.

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自闭症儿童反讽理解的非典型模式

自闭症患者的非字面语言理解一直被认为存在问题。我们对26名自闭症儿童(平均年龄7.3岁)和两组正常发育的儿童进行了研究，其中一组是按实足年龄匹配的，另一组是按语言能力匹配的年龄较小的儿童(平均年龄6.11岁)，旨在评估他们对讽刺批评和赞美的理解，并确定可能支持这种能力的认知和语言因素。自闭症参与者对两种讽刺的理解都落后于对照组，他们的表现与读心术和语言能力有关。一阶心智理论(ToM)与两种类型的反讽、二阶心智理论与反讽赞美、语言能力与反讽批评之间存在显著相关。自闭症组表现出一个有趣的双峰分布，这在以前的文献中没有得到证实:他们中的绝大多数(n = 18)在反语理解方面表现很差，而一些(n = 6)在天花板上。我们从两种不同的自闭症儿童的侧面来讨论这些结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.