The relationship between theory of mind and metaphor: Evidence from children with language impairment and autistic spectrum disorder
The relationship between theory of mind and metaphor: Evidence from children with language impairment and autistic spectrum disorder
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DOI：
10.1348/026151005x26732
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发表时间：
2005-09-01
影响因子：
2.3
通讯作者：
Norbury, CF
中科院分区：
文献类型：
--
作者：
Norbury, CF
Happe(1993)提出，理解心理理论是理解隐喻表达的必要条件。本研究探讨了心理理论和语言能力在隐喻理解中的作用。对94名8~15岁有沟通障碍的儿童，首先根据语言能力和自闭症症状进行分组，然后根据TOM成绩进行分组。他们在一项隐喻任务中的表现与34名典型的年龄匹配的同龄人进行了比较。这些分析表明，只有语言障碍的儿童，无论是否伴有自闭症特征，在隐喻任务中都会受到损害。此外，拥有一阶TOM技能并不能保证隐喻理解。相反，语义能力对隐喻任务的表现有更强的预测作用。这些结果是基于这样一种观点来考虑的，即理解隐喻对于理解隐喻是必要的。
Happe (1993) proposed that theory of mind (ToM) understanding was necessary for comprehension of metaphorical expressions. The current study investigated the role of both ToM and language ability in metaphor understanding. Ninety-four children aged 8-15 years with communication impairments were grouped according to language ability and autistic symptomatology in the first instance, and then according to ToM performance. Their performance on a metaphor task was compared to 34 typically developing age-matched peers. These analyses showed that only children with language impairment, with or without concurrent autistic features, were impaired on the metaphor task. Furthermore, possession of first-order ToM skills did not ensure metaphor comprehension. Instead, semantic ability was a stronger predictor of performance on the metaphor task. These results are considered with reference to the view that ToM understanding is necessary for the comprehension of metaphor.