2023
DOI: 10.1002/aur.3069
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Figurative language processing in autism spectrum disorders: A review

Stella Lampri,
Eleni Peristeri,
Theodoros Marinis
et al.

Abstract: Impairments in the broader domain of pragmatics are considered to be a defining feature of Autism Spectrum Disorders (ASD). A challenging aspect of pragmatic competence is the ability to process nonliteral language. Interestingly, previous studies in figurative language comprehension in ASD have demonstrated conflicting results regarding participants' performance. The main scientific debate focuses on the underlying skills which facilitate processing of nonliteral speech in ASD. Namely, Theory of Mind (ToM), l… Show more

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Cited by 8 publications
(3 citation statements)
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“…Figurative language, in its multiple forms (metaphor, metonymy, idioms, irony, etc.) entirely relies on nonliteral meanings, and children's capability to go beyond literal interpretations is a developmental process that has been extensively studied over the past six decades [23][24][25][26][27][28][29]. In this Special Issue, the article by Fanari, Melogno, and Fadda (University of Cagliari, "Sapienza"-University of Rome-Italy) (Contribution 6) addresses one of these forms, namely sarcasm, and describes two studies on school-age children's comprehension of sarcastic expressions.…”
Section: In This Special Issuementioning
confidence: 99%
“…Figurative language, in its multiple forms (metaphor, metonymy, idioms, irony, etc.) entirely relies on nonliteral meanings, and children's capability to go beyond literal interpretations is a developmental process that has been extensively studied over the past six decades [23][24][25][26][27][28][29]. In this Special Issue, the article by Fanari, Melogno, and Fadda (University of Cagliari, "Sapienza"-University of Rome-Italy) (Contribution 6) addresses one of these forms, namely sarcasm, and describes two studies on school-age children's comprehension of sarcastic expressions.…”
Section: In This Special Issuementioning
confidence: 99%
“…Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by challenges in various domains ranging from children’s social and communication skills to their cognitive and language abilities. Especially language ability varies widely for children with ASD ( Tager-Flusberg et al, 2005 ; Peristeri et al, 2017 ; Andreou et al, 2020 ) with pragmatic language difficulties (i.e., language use in context) being a hallmark feature even for high-functioning children whose IQ lies in the average range ( Baron-Cohen, 1988 ; Peppé et al, 2006 ; Lam and Yeung, 2012 ; Andreou and Skrimpa, 2020 ; Peristeri and Tsimpli, 2022 ; Lampri et al, 2023 ). Among verbally-able children with ASD, language difficulties have been reported to have a cascading negative effect on children’s academic success leading to underachievement as compared to typically-developing (TD) peers.…”
Section: Introductionmentioning
confidence: 99%
“…Furthermore, narratives can be very informative about a wide range of language skills, ranging from the use of lexical and morphosyntactic aspects of language (also known as microstructure), to the quality of the overall story structure, including the use of cohesive ties and affective language, such as internal state terms, also known as constituting the story’s macrostructure [ 25 , 27 , 28 ]. Children with ASD exhibit more marked weaknesses than typically-developing (TD) peers in both the micro- and macro-level of the story’s organization, and especially in language elements with strong pragmatic import, such as pronouns, affective terms, and figurative language [ 29 , 30 , 31 ]. Differences between ASD and TD peers in narrative performance have so far been reflected in children with ASD’s lower semantic quality [ 32 ], lower production of internal state terms [ 25 , 33 ], and limited number of causal conjunctions (e.g., with, because) used for the instantiation of relations between story events [ 24 ].…”
Section: Introductionmentioning
confidence: 99%