Metaphor comprehension in children with and without autism spectrum disorder

Cerezuela, Gemma Pastor; Andrés, María Inmaculada Fernández; Yllescas, Juan Carlos Tordera; González-Sala, Francisco

doi:10.1016/j.rasd.2020.101588

Cited by 9 publications

(7 citation statements)

References 59 publications

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“…As mentioned, the hypothesis that issues in non-literal meaning comprehension related to world knowledge seems close to trivial in some cases (e.g., metaphor) and suspect in others (e.g., scalar implicatures). On the other hand, the simpler hypothesis that levels of structural language relate to levels in non-literal meaning understanding (excluding irony, some implicatures and some indirect requests) does not hold water: when autistic people are matched on linguistic skills with TD counterparts, they still perform worse on figurative meaning interpretation (Chahboun et al, 2017; Pastor Cerezuela et al, 2020). On the other hand, very small children are able to naturally use language in creative figurative ways (Poscoulous, 2014, p. 243), also when engaging in symbolic play and assigning imaginative roles to things (Hobson, 2012).…”

Section: The Structural Language Hypothesismentioning

confidence: 99%

“…Por otra parte, la hipótesis más simple de que los niveles del lenguaje estructural se relacionan con niveles de comprensión de significados no literales (excluyendo la ironía, algunas implicaturas y algunas solicitudes indirectas) no se sostiene. Incluso al agrupar a las personas con TEA y las personas con DN por habilidades lingüísticas, las personas con TEA siguen mostrando peor rendimiento en la interpretación de significados figurados (Chahboun et al, 2017; Pastor Cerezuela et al, 2020). Por otra parte, los niños muy pequeños son capaces de utilizar naturalmente el lenguaje de forma figurada con cierta creatividad (Poscoulous, 2014, p. 243), también cuando realizan juegos simbólicos y asignan roles imaginados a las cosas (Hobson, 2012).…”

Section: La Hipótesis Del Lenguaje Estructuralunclassified

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The literalist bias in the autistic spectrum conditions: review of existing accounts (El sesgo literalista en las condiciones del espectro autista: revisión de las teorías existentes)

Vicente

Martín-González

2021

Studies in Psychology

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There is a tendency across the Autistic Spectrum Conditions (ASC) to understand non-literal uses of language in a literal way. Different accounts for such a literalist bias have been proposed. Three of them can be considered ‘classical’ by now: the Executive Dysfunction theory, the Theory of Mind theory and the Weak Central Coherence theory. Currently, there is another hypothesis gaining traction, namely the Structural Language hypothesis. In this paper, we critically analyse these four accounts, with a focus on the Structural Language hypothesis, which holds that issues in figurative meaning comprehension relate not to ASC core traits but to structural language problems. We argue that the notion of ‘structural language’ is vague, and also that many studies taken to support the hypothesis have not actually tested the literalist bias. We conclude by suggesting interesting areas for further research.

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Section: The Structural Language Hypothesismentioning

confidence: 99%

Section: La Hipótesis Del Lenguaje Estructuralunclassified

The literalist bias in the autistic spectrum conditions: review of existing accounts (El sesgo literalista en las condiciones del espectro autista: revisión de las teorías existentes)

Vicente

Martín-González

2021

Studies in Psychology

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“…Depending on cognitive development, metaphor provides a way of categorizing reality ( Carriedo et al, 2016 ; Pastor et al, 2020 ). Utilizing quantitative and descriptive behavioral experiment, the current study aimed to explore the underlying cognitive process of metaphorical comprehension.…”

Section: Introductionmentioning

confidence: 99%

An empirical study on the development of metaphorical comprehension of Chinese children

Cheng,

Guan,

Zhang

et al. 2024

Front. Psychol.

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Metaphor affects how people focus, remember, and process information and significantly influences children’s language development. The study explored metaphorical comprehension by Chinese children of different ages (5–8 years). We collected response times and accuracy rates when they processed metaphorical and literal sentences with the graded salience. Linear mixed-effects modeling showed that Chinese children’s metaphorical ability improved with age. Subsequent analysis found that the perception period of metaphorical knowledge was at age 5, the development stage of metaphorical knowledge was at age 6 and 7, and the rational decision period of metaphorical ability was at age 8. After 8-year-old, children can invoke the knowledge of the intention schema while activating the source domain, and this knowledge can be automatically and quickly mapped to the target domain. Meanwhile, language development and cognitive processing influenced the metaphorical comprehension of Chinese children, especially children of 8 years of age who had the highest correct rate and the shortest reaction time to process low-saliency metaphorical sentences, while 5-year-old children had the highest accuracy in high-saliency metaphorical sentence and 6-year-old children got the longest reaction time to process sentence in high-saliency metaphor. This study may provide evidence for improving and training metaphor comprehension in children with special needs such as those with an autism spectrum disorder.

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“…Para além do comprometimento na comunicação social, esses indivíduos também apresentam padrões restritos e repetitivos de comportamento, interesses ou atividades (APA, 2014). Na área da Linguística, diversos estudos teóricos e experimentais realizados sobretudo em língua inglesa abordam a compreensão de linguagem figurada por indivíduos com TEA a partir de inúmeras frentes e chegando a diferentes conclusões (Kalandadze et al, 2018;Kalandadze et al, 2021;Pastor-Cerezuela et al, 2020;Marques;Gibbs, 2016;Rundblad;Annaz, 2009, Vicente;Falkum, 2023). Entre esses estudos, apesar das diferentes metodologias e construtos teóricos, há um consenso de que populações TEA apresentam um comprometimento significativo em comparação a populações com desenvolvimento típico na compreensão de enunciados com sentido figurado, como metáforas.…”

Section: Introductionunclassified

Metaphor Comprehension by ASD Individuals

Cony

2024

Cad. Linguíst.

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O presente trabalho apresenta uma revisão integrativa de estudos referentes à compreensão metafórica por indivíduos diagnosticados com TEA publicados por pesquisadores/as brasileiros/as, e tem por objetivo subsidiar um futuro trabalho de pesquisa experimental de base psicolinguística abordando o uso e a compreensão de metáforas por esses indivíduos. A busca por artigos se deu através de três bancos de dados de referência brasileiros – Portal de Periódicos da CAPES, Scopus e Scielo –, por meio de uma pesquisa avançada por trabalhos que apresentassem os termos metáfora e autismo. No total, foram encontrados somente 3 artigos que cumpriam os pré-requisitos estabelecidos. Para cada artigo, foram analisados: definição de metáfora, definição de transtorno do espectro autista (TEA) e/ou autismo e a perspectiva teórica adotada. Os resultados encontrados evidenciam a necessidade premente de se desenvolver pesquisas neste campo no sentido de melhor compreender esse fenômeno para, então, desenvolver propostas de intervenções que contribuam para a qualidade de vida de sujeitos diagnosticados com TEA.

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Metaphor comprehension in children with and without autism spectrum disorder

Cited by 9 publications

References 59 publications

The literalist bias in the autistic spectrum conditions: review of existing accounts (El sesgo literalista en las condiciones del espectro autista: revisión de las teorías existentes)

The literalist bias in the autistic spectrum conditions: review of existing accounts (El sesgo literalista en las condiciones del espectro autista: revisión de las teorías existentes)

An empirical study on the development of metaphorical comprehension of Chinese children

Metaphor Comprehension by ASD Individuals

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