Brief Report: The Relationship between Discourse Deficits and Autism Symptomatology

Hale, Courtney M.; Tager–Flusberg, Helen

doi:10.1007/s10803-005-5065-4

Cited by 55 publications

(34 citation statements)

References 27 publications

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“…However, they have difficulty acknowledging mixed emotions, particularly negative emotions (such as anger and sadness) displayed simultaneously (Rieffe, Meerum Terwogt, & Kotronopoulou, 2007). In comparison with TD children of similar chronological age (CA), they lack spontaneity and their comments on emotions are uninformative or lacking in pragmatics (Hadwin, Baron-Cohen, Howlin, & Hill, 1997), depending on explicit contextual information (Begeer et al, 2007), superficial or scripted (Adams, Green, Gilchrist, & Cox, 2002;Hale & Tager-Flusberg, 2005), idiosyncratic, materialistic, including fewer references to social causes (BaronCohen, 1991b;Dennis, Lockyer, & Lazenby, 2000;Jaedicke, Storoschuk, & Lord, 1994;Losh & Capps, 2006;Rieffe, Meerum Terwogt, & Stockmann, 2000.…”

Section: Studies Of Understanding Emotions Tom "Emotions" In Childrementioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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Section: Studies Of Understanding Emotions Tom "Emotions" In Childrementioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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“…People with autism by definition have difficulties in communication, and even very highfunctioning adults struggle with conversational pragmatics and narrative coherence Attachment & Human Development 145 (Diehl, Bennetto, & Young, 2006;Hale & Tager-Flusberg, 2005;Mundy & Markus, 1997). Much of the AAI is based on the recall of childhood memories, and there is some evidence that people with autism form and retrieve memories in an idiosyncratic way (Williams, Goldstein, & Minshew, 2006).…”

Section: Research Questions and Predictionsmentioning

confidence: 99%

Attachment in adults with high-functioning autism

Taylor¹,

Target²,

Charman³

2008

Attachment & Human Development

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This study assessed attachment security in adults with high-functioning autism spectrum disorders, using the Adult Attachment Interview (AAI; George, Kaplan, & Main, 1996). Of 20 participants, three were classified as securely attached, the same proportion as would be expected in a general clinical sample. Participants' AAIs were less coherent and lower in reflective function than those of controls, who were matched for attachment status and mood disorder. A parallel interview suggested that some aspects of participants' responses were influenced by their general discourse style, while other AAI scale scores appeared to reflect their state of mind with respect to attachment more specifically. There was little evidence that attachment security was related to IQ, autistic symptomatology or theory of mind. This study suggests that adults with autism can engage with the AAI and produce scoreable narratives of their attachment experiences, and a minority demonstrate secure attachment.

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“…AD children should perform as well as TD children on the attentional tasks (Experiments 1 and 2) but less well than TD children on social intentional tasks (Experiments 3 and 4). Finally, consistent with language, autism, and theoryof-mind research reporting links between social understanding and language ability (Hale & TagerFlusberg, 2003, 2005a, 2005bShatz, 1994;Steele, Joseph, & Tager-Flusberg, 2003;Tager-Flusberg & Sullivan, 1994) we tested whether within-subject variation in task performance in the AD group (particularly on the tasks that require intentional understanding) related to language skill in a meaningful way. Specifically, we tested whether AD children use an understanding of other's intentions to access a richer vocabulary.…”

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confidence: 92%

Children With Autism Illuminate the Role of Social Intention in Word Learning

et al. 2007

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To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age 5 5.08 years) with 17 language-and 17 mental-age-matched TD children (M ages 5 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.Children acquire vocabulary at an impressive pace (Carey, 1978), and they acquire it primarily in the context of social interaction with other human beings (Hoff, 2003;Hoff & Tian, 2005;Opie, Steele, & Ward, 2004;Rowe, 2004;Tomasello, 1999; but see Chen & Peng, 1995). Hotly debated, however, is the exact function that social interaction plays for children learning to map words onto referents. Does social interaction offer perceptual cues that direct attention to word referents? Or does it provide a gateway to a speaker's communicative intent, thus focusing listeners on the object or action that the speaker had in mind? Might there be a developmental progression with children first attending to the perceptual, attentional elements of social interaction and only later to the intentional cues to word reference? It has been difficult to distinguish empirically among these accounts. A comparison of the way typically developing (TD) and autistic (AD) children learn words offers a window onto the role that social information plays in word learning. It has been argued that AD children pay less attention to social intentional cues than do TD children (Baron-Cohen, 1995). If true, and AD children nonetheless learn words in a manner similar to TD children, then understanding social intent might not be necessary for word learning. Furthermore, as AD children are somewhat heterogenous in their ability to access intentional cues, studying them offers a second way to examine the relative import of attentional and intentional social cues in vocabulary acquisition.There are a plethora of theories that have been developed to account for patterns of early word learning. For example, there is the view that children's word learning is guided by a set of constraints that limit the number of hypotheses children need to make for what a word might mean (Booth, Waxman, & Huang, 2005;Cimpian & Markman, 2005;Merriman & Evey, 2005). For the present purposes, however, we will consider only three types of theories: attentional, intentional, and hybrid. Attentional theories hold that social exchanges replete with movement, object handling, and gestures highlight certain objects and actions in the environment over others. Hearing a word in the presence of an inter...

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Brief Report: The Relationship between Discourse Deficits and Autism Symptomatology

Cited by 55 publications

References 27 publications

Emotional Cognition: Theory of Mind and Face Recognition

Emotional Cognition: Theory of Mind and Face Recognition

Attachment in adults with high-functioning autism

Children With Autism Illuminate the Role of Social Intention in Word Learning

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