Analysis of Noun Phrase Ambiguity in Narratives Reveals Differences in Referential Establishment But Not Cohesion for Older Autistic Children.
Analysis of Noun Phrase Ambiguity in Narratives Reveals Differences in Referential Establishment But Not Cohesion for Older Autistic Children.
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DOI：
10.1044/2023_jslhr-22-00630
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发表时间：
2023-08-03
影响因子：
2.6
通讯作者：
Grossman, Ruth B.
中科院分区：
文献类型：
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作者：
Zane, Emily;Grossman, Ruth B.
自闭症叙述者讲述的故事通常相对频繁地使用模棱两可的参考内容。然而，目前尚不清楚这种歧义是否是由模糊的角色建立（例如，“从前，她/那个女孩……”）和/或模糊的衔接（例如，“两个女孩住在一座城堡里。她/那个女孩……”）驱动的。在这项研究中，我们直接比较了自闭症儿童和非自闭症儿童的叙述中和叙述之间每种类型的歧义率，以确定哪种类型的歧义在自闭症儿童的叙述中相对更常见。 33 名 10 至 17 岁的自闭症参与者 (n = 17) 和非自闭症同龄人 (n = 16) 在年龄、标准化语言分数和智商分数 (p > .8) 方面没有统计差异，他们单独观看了两段动画短片，然后向两名公开不熟悉视频的听众描述了视频中的事件。我们转录了叙事视频记录，并将所有指称名词短语（NP）编码为清晰或模糊。我们进一步将模糊的 NP 分类为无效的引入或无效的衔接。自闭症儿童的歧义建立率明显高于非自闭症同龄人，而组间比较的歧义衔接率并不具有统计显着性。自闭症谱系中年龄较大的儿童在介绍人物的方式上表现出差异，选择仅在听者已经熟悉所指事物时才合适的 NP 类型。相比之下，一旦他们介绍了角色，他们就会表现出与非自闭症同龄人相当的凝聚力。研究结果支持这样的理论：自闭症儿童在应用社会语用原则（听众/特定语境的语用规则）方面表现出差异，而他们对语言语用学（与语境无关的规则）的使用与非自闭症同龄人相似。
Stories told by autistic narrators often contain relatively frequent use of ambiguous references. However, it remains unclear whether this ambiguity is driven by ambiguous character establishment (e.g., “Once upon a time, she/the girl…”) and/or ambiguous cohesion (e.g., “Two girls lived in a castle. She/The girl…”). In this study, we directly compared rates of each type of ambiguity within and between narratives told by autistic and non-autistic children, to determine which type of ambiguity is relatively more common in narratives told by autistic children. Thirty-three 10- to 17-year-old autistic participants (n = 17) and non-autistic peers (n = 16), who were not statistically different in age, standardized language scores, and IQ scores (p > .8 for all), watched two short animated videos alone and then described the videos' events to two listeners who were openly unfamiliar with the videos. We transcribed video recordings of narratives and coded all referential noun phrases (NPs) as either clear or ambiguous. We further categorized ambiguous NPs as either ineffective introduction or ineffective cohesion. Autistic children produced significantly higher rates of ambiguous establishment than non-autistic peers, whereas between-group comparisons' rates of ambiguous cohesion were not statistically significant. Older children on the autism spectrum show differences in the way they introduce characters, selecting NP types that are only appropriate when their listener is already familiar with the referent. In contrast, once they have introduced characters, they show cohesive skills that are comparable to those of non-autistic peers. Findings support theories arguing that autistic children show differences in their application of social pragmatic principles (listener/context-specific pragmatic rules), whereas their use of linguistic pragmatics (context-independent rules) is similar to that of non-autistic peers.