An investigation of reasoning by analogy in schizophrenia and autism spectrum disorder

Krawczyk, Daniél C.; Kandalaft, Michelle R.; Didehbani, Nyaz; Allen, Tandra T.; McClelland, M. Michelle; Tamminga, Carol A.; Chapman, Sandra B.

doi:10.3389/fnhum.2014.00517

Cited by 18 publications

(28 citation statements)

References 70 publications

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“…Children with SLI exhibit poorer deductive reasoning (Newton et al, 2010 ) and analogical reasoning (Leroy et al, 2012 , 2014 ) than normally developing children. Individuals with autism spectrum disorder (ASD) exhibit deficits in analogical reasoning particularly about non-living items (Krawczyk et al, 2014 ) and defeasible conditional reasoning (Pijnacker et al, 2009 ). Adolescents with moderate to severe traumatic brain injury exhibit impairments in analogical reasoning ability (Krawczyk et al, 2010 ).…”

Section: Empirical Support From Pragmatic Disordersmentioning

confidence: 99%

Theory of mind in utterance interpretation: the case from clinical pragmatics

Cummings

2015

Front. Psychol.

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The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation. In the second case, evidence is presented which suggests that subjects with pragmatic disorders struggle with the intentional dimension of utterance interpretation. This dimension extends beyond the recognition of communicative intentions to include the attribution of a range of cognitive and affective mental states that play a role in utterance interpretation. In the third case, evidence is presented that children and adults with pragmatic disorders struggle with the holistic character of utterance interpretation. This serves to distort the contexts in which utterances are processed for their implicated meanings. The paper concludes with some thoughts about the role of theorizing in relation to utterance interpretation.

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Section: Empirical Support From Pragmatic Disordersmentioning

confidence: 99%

Theory of mind in utterance interpretation: the case from clinical pragmatics

Cummings

2015

Front. Psychol.

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“…In an earlier study, Reed (1996) reported that children with ASD performed at lower levels on analogical reasoning tests than did IQ-matched typically developing (TD) children and children with intellectual disabilities. In contrast, other studies have found comparable performance between ASD and control groups when IQ scores were matched ( Scott and Baron-Cohen, 1996 ; Sahyoun et al, 2009 ; Morsanyi and Holyoak, 2010 ) and when IQ scores were not matched ( Green et al, 2014 ; Krawczyk et al, 2014 ). These inconsistent findings may be attributable to differences in study paradigms and participant characteristics.…”

Section: Introductionmentioning

confidence: 75%

Analogical Reasoning in Children With Autism Spectrum Disorder: Evidence From an Eye-Tracking Approach

Tan

Wu²,

Nishida

et al. 2018

Front. Psychol.

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The present study examined analogical reasoning in children with autism spectrum disorder (ASD) and its relationship with cognitive and executive functioning and processing strategies. Our findings showed that although children with ASD were less competent in solving analogical problems than typically developing children, this inferior performance was attributable to general cognitive impairments. Eye-movement analyses revealed that children with ASD paid less attention to relational items and showed fewer gaze shifts between relational locations. Nevertheless, these eye-movement patterns did not predict autistic children’s behavioral performance. Together, our findings suggest that ASD per se does not entail impairments in analogical reasoning. The inferior performance of autistic children on analogical reasoning tasks is attributable to deficits in general cognitive and executive functioning.

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“…This work extends previous research that has primarily focused on nonsocial analogical reasoning in ASD (Morsanyi and Holyoak, 2010; Scott and Baron-Cohen, 1996; Green et al, 2014), and begins to characterize the developmental trajectory of social analogical reasoning, albeit cross-sectionally. The use of photographic stimuli depicting real people engaging in social interactions is also a step toward more ecologically valid information processing relative to line drawings and cartoon images that have generally been used in studies of analogical reasoning in ASD and typically-developing children (Krawczyk et al, 2014; Morsanyi and Holyoak, 2010; Scott and Baron-Cohen, 1996). Though this study is not ecologically valid as a measure of cognition in real-world social situations, improving the ecological validity of information processing in laboratory tasks as much as possible is nonetheless helpful for better understanding of social analogical reasoning and social cognition more generally.…”

Section: Discussionmentioning

confidence: 99%

Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers

Green

Kenworthy

Gallagher

et al. 2016

Autism

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Analogical reasoning is an important mechanism for social cognition in typically-developing children (TDCs), and recent evidence suggests that some forms of analogical reasoning may be preserved in autism spectrum disorder (ASD). An unanswered question is whether children with ASD can apply analogical reasoning to social information. Ninety-two children with ASD completed a social content analogical reasoning task presented via photographs of real-world social interactions. ASD participants exhibited performance that was well above chance, and was not significantly worse than age- and IQ-matched TDCs. Investigating the relationship of social content analogical reasoning performance to age in this cross-sectional dataset indicated similar developmental trajectories in the ASD and TDC groups. These findings provide new support for in-tact analogical reasoning in ASD 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 ASD, this study focused on a basic research question with limited ecological validity. Evidence that children with ASD 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.

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An investigation of reasoning by analogy in schizophrenia and autism spectrum disorder

Cited by 18 publications

References 70 publications

Theory of mind in utterance interpretation: the case from clinical pragmatics

Theory of mind in utterance interpretation: the case from clinical pragmatics

Analogical Reasoning in Children With Autism Spectrum Disorder: Evidence From an Eye-Tracking Approach

Social analogical reasoning in school-aged children with autism spectrum disorder and typically developing peers

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