Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism

Autor/inn/en	Loukusa, Soile; Leinonen, Eeva; Kuusikko, Sanna; Jussila, Katja; Mattila, Marja-Leena; Ryder, Nuala; Ebeling, Hanna; Moilanen, Irma
Titel	Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism
Quelle	In: Journal of Autism and Developmental Disorders, 37 (2007) 6, S.1049-1059 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-006-0247-2
Schlagwörter	Comprehension; Control Groups; Autism; Asperger Syndrome; Pragmatics; Context Effect; Language Processing + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Autismus; Asperger-Syndrom; Pragmalinguistik; Sprachverarbeitung
Abstract	Utilizing relevance theory, this study investigated the ability of children with Asperger syndrome (AS) and high-functioning autism (HFA) to use context when answering questions and when giving explanations for their correct answers. Three groups participated in this study: younger AS/HFA group (age 7-9, n = 16), older AS/HFA group (age 10-12, n = 23) and a normally functioning control group (age 7-9, n = 23). The results indicated that the younger AS/HFA group did less well when answering contextually demanding questions compared to the control group, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties explaining their correct answers, suggesting that they are not always aware of how they have derived answers from the context. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10