阿斯伯格综合征或高功能自闭症儿童在语用语言理解中对语境的运用。
Use of context in pragmatic language comprehension by children with Asperger syndrome or high-functioning autism.
作者信息
Loukusa Soile, Leinonen Eeva, Kuusikko Sanna, Jussila Katja, Mattila Marja-Leena, Ryder Nuala, Ebeling Hanna, Moilanen Irma
机构信息
Department of Finnish, Information Studies and Logopedics, University of Oulu, PO Box 1000, FIN-90014, Oulu, Finland.
出版信息
J Autism Dev Disord. 2007 Jul;37(6):1049-59. doi: 10.1007/s10803-006-0247-2.
Utilizing relevance theory, this study investigated the ability of children with Asperger syndrome (AS) and high-functioning autism (HFA) to use context when answering questions and when giving explanations for their correct answers. Three groups participated in this study: younger AS/HFA group (age 7-9, n=16), older AS/HFA group (age 10-12, n=23) and a normally functioning control group (age 7-9, n=23). The results indicated that the younger AS/HFA group did less well when answering contextually demanding questions compared to the control group, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties explaining their correct answers, suggesting that they are not always aware of how they have derived answers from the context.
本研究运用关联理论，调查了阿斯伯格综合征（AS）和高功能自闭症（HFA）儿童在回答问题以及对正确答案作出解释时运用语境的能力。三组参与了本研究：AS/HFA较小组（7至9岁，n = 16）、AS/HFA较大组（10至12岁，n = 23）以及正常发育对照组（7至9岁，n = 23）。结果表明，与对照组相比，AS/HFA较小组在回答需要语境理解的问题时表现较差，而AS/HFA较大组的表现则介于AS/HFA较小组和对照组之间。两个AS/HFA组在解释正确答案时都存在困难，这表明他们并不总是清楚自己是如何从语境中得出答案的。
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