This study evaluates the comprehension of generalized conversational implicatures (GCI) in children with and without autism spectrum disorder (ASD), using a GCI test constructed based on the Levinson model, which distinguishes between three types of implicatures: type Q (or scalar: “what is not referred to does not occur”); type I (“by default, it is not necessary to say what can be assumed”); and type M (“if someone is expressing something in a not very simple or marked way, it is because s/he is describing a situation that is not very typical, frequent, or prototypical”). In addition to the ASD group (n = 22), two comparison groups were utilized: a group matched on chronological age with the ASD group, but with a higher linguistic age (TCD group, n = 22), and a group matched on linguistic age with the ASD group, but with a lower chronological age (TLD group, n = 22). In all cases, linguistic age was assessed with the Peabody test. The performance of the three groups on the GCI test was compared (overall and on each type of implicature), and performance on the three types of implicature was compared within each group. The ASD group obtained worse performance than the other two groups, both overall and for each implicature type, without also obtaining differences in performance on the three implicature types. The TCD group obtained better performance than the TLD group on overall performance, but not on each implicature type, and both groups obtained lower performance on the type M heuristics than on the type I. Based on these results, the children with ASD in our study presented limitations in the comprehension of the three types of GCI, but it was not possible to obtain evidence for an inferential continuum of the three types of GCI. However, in the two typical development groups, this evidence was obtained, leading us to propose an inferential continuum model based on the different levels of dependence on the context of each of the three types of implicatures, with type M implicatures being more contextually dependent.
Resumen El propósito de este artículo es ofrecer una caracterización y sistematización del lenguaje de los pacientes con Trastorno de espectro autista (TEA) y la relación que existe entre los diferentes rasgos que los caracterizan. De manera especial, hemos distinguido entre los rasgos de los sujetos con TEA con déficit cognitivo y los rasgos lingüísticos de los sujetos que no tienen déficit cognitivo. Hemos distinguido, asimismo, las relaciones que tienen todas estas características lingüísticas con el componente pragmático del lenguaje. Esto es, queremos mostrar que muchas deficiencias de carácter fonético/fonológico o morfosintáctico están relacionadas con el componente pragmático. En nuestra opinión, el hecho de que el déficit pragmático tenga repercusiones en el fonético/fonológico y el morfosintáctico prueba que la pragmática está presente en el lenguaje como una totalidad y que, por consiguiente, la pragmática no debería ser concebida como un componente/módulo del lenguaje sino como una perspectiva (López García-Molins, 1989 or Pons Bordería, 2005). PALABRAS CLAVE: autismo, pragmática, TEA.
Las Ciencias cognitivas han considerado que se pueden establecer relaciones entre diversas disciplinas como la Filosofía, la Lingüística, la Antropología, la Inteligencia Artificial o la Psicología. El objetivo del presente trabajo es explicitar las relaciones existentes entre la Psicolingüística y la Lingüística computacional.
Cognitive sciences have assumed that there can be relationships between various disciplines such as Philosophy, Linguistics, Anthropology, Artificial Intelligence, or Psychology. This work aims to make explicit these relations between the Psycholinguistics and Computational Linguistics.
This paper presents a proposal and an initial prototype for a Serious Game (SG) aimed at helping second-language learners memorize a list of non-linked vocabulary items under a system of visuospatial bootstrapping (Darling et al., 2017). The usefulness of such a tool was suggested by the efficient outcomes of spatial mnemonics in TEFL providing 21st-century teachers, students, and game designers with new possibilities and it represents a new application of CALL. The game design is based on a modified version of Kalmpourtzis’ AMSTP game design model (2019) and it uses aesthetics, mechanics, story, technology, and pedagogy as its basis, adding the sixth element to its core: user expertise. The resulting AMSTP-UE framework allows in-game analysis from the point of view of a teacher, a learner, or a game designer. The game is a first-person walking simulator using the medium of virtual reality (VR) to provide its players with the feeling of presence in a virtual world. The prototype suggests using visuospatial information, deep learning APIs, and in-game data capture.
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