Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers.
Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers.
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DOI：
10.1007/s10803-020-04645-7
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发表时间：
2021-05
影响因子：
3.9
通讯作者：
Grossman RB
中科院分区：
文献类型：
--
作者：
Nagano M;Zane E;Grossman RB
本研究调查了自闭症儿童和青少年及其神经正常同龄人在第三人称代词解释中使用的结构线索和话语语境线索。结果表明，与上下文中性条件相比，指称偏倚的上下文信息影响代词解释并调节两组的注视模式。这些结果与弱中心连贯的预测和ASD的语用学总体受损的概念相反，因为ASD组能够使用话语语境中的细节来影响代词的解释过程。然而，尽管话语语境影响了两组的观察模式，但两组在这些模式的本质上存在差异，这表明行为差异可能出现在更复杂的话语任务中。
This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks.
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DOI：
10.3109/17549507.2014.977348
发表时间：
2015-04-01
影响因子：
1.8
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