UNDERSTANDING MINDS AND METAPHORS - INSIGHTS FROM THE STUDY OF FIGURATIVE LANGUAGE IN AUTISM
UNDERSTANDING MINDS AND METAPHORS - INSIGHTS FROM THE STUDY OF FIGURATIVE LANGUAGE IN AUTISM
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DOI：
10.1207/s15327868ms1004_3
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发表时间：
1995-01-01
期刊：
影响因子：
--
通讯作者：
HAPPE, FGE
中科院分区：
文献类型：
--
作者：
HAPPE, FGE
本文综述了近年来有关自闭症患者对比喻语言理解的研究。一个目前很有影响力的自闭症理论提出，想象力、社会化和沟通方面的关键障碍源于“心理理论”的基本缺陷--将心理状态归因于自我和他人的能力。因此，自闭症为Sperber和Wilson（1986）的关联理论等理论提供了一个迷人的测试案例，该理论声称在日常交流中理解意图至关重要。在这篇文章中，我提出的证据表明，自闭症儿童对隐喻，隐喻和反讽的理解与他们的心理理论能力水平密切相关。自闭症的案例证明了理解意图在正常的人类交流中的关键作用，无论是“字面”还是比喻。
This article reviews recent work on autistic individuals' understanding of figurative language. One currently influential theory of autism proposes that the key impairments in imagination, socialization, and communication spring from a fundamental deficit in ''theory of mind''-the ability to attribute mental states to self and to others. Autism, then, presents a fascinating test case for theories such as Sperber and Wilson's (1986) relevance theory, which claims a crucial role for the understanding of intentions in everyday communication. In this article, I present evidence that understanding of simile, metaphor, and irony by children with autism is closely related to their level of theory of mind ability. The case of autism demonstrates the crucial role of the understanding of intentions in normal human communication, both ''literal'' and figurative.