Answering Contextually Demanding Questions: Pragmatic Errors Produced by Children with Asperger Syndrome or High-Functioning Autism

Autor/inn/en	Loukusa, Soile; Leinonen, Eeva; Jussila, Katja; Mattila, Marja-Leena; Ryder, Nuala; Ebeling, Hanna; Moilanen, Irma
Titel	Answering Contextually Demanding Questions: Pragmatic Errors Produced by Children with Asperger Syndrome or High-Functioning Autism
Quelle	In: Journal of Communication Disorders, 40 (2007) 5, S.357-381 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2006.10.001
Schlagwörter	Control Groups; Autism; Asperger Syndrome; Questioning Techniques; Context Effect; Thinking Skills; Cognitive Measurement; Interpersonal Communication; Children; Error Patterns; Pragmatics; Responses; Comparative Analysis + Suchen Sie Ihr Suchwort? Autismus; Asperger-Syndrom; Befragungstechnik; Fragetechnik; Denkfähigkeit; Interpersonale Kommunikation; Child; Kind; Kinder; Fehlertyp; Pragmalinguistik
Abstract	This study examined irrelevant/incorrect answers produced by children with Asperger syndrome or high-functioning autism (7-9-year-olds and 10-12-year-olds) and normally developing children (7-9-year-olds). The errors produced were divided into three types: in Type 1, the child answered the original question incorrectly, in Type 2, the child gave a correct answer, but when asked a follow-up question, he/she explained the answer incorrectly, and in Type 3, the child first gave a correct answer or explanation, but continued answering, which ultimately led to an irrelevant answer. Analyses of Type 1 and 2 errors indicated that all the children tried to utilize contextual information, albeit incorrectly. Analyses of Type 3 errors showed that topic drifts were almost non-existent in the control group, but common in the clinical group, suggesting that these children had difficulties in stopping processing after deriving a relevant answer. Learning outcomes: The reader becomes aware of the different instances which may lead to the irrelevance of answers and get knowledge about features of answers of children with AS/HFA. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10