Huang Su-Fen, Oi Manabu, Taguchi Aiko
a Department of Early Childhood Education , National Taitung University , Taitung , Taiwan .
Clin Linguist Phon. 2015;29(8-10):764-75. doi: 10.3109/02699206.2015.1027833.
First-order theory of mind (ToM) is necessary for comprehension of metaphors, and second-order ToM is necessary for comprehension of irony. This study investigated the role of ToM and language ability in comprehending figurative language in 50 Taiwanese children with high-functioning autism spectrum disorders (HFASDs) compared with 50 typically developing children. Results showed that the No-ToM HFASDs group performed worse than the first-order ToM HFASDs group and the second-order ToM HFASDs group in comprehension of metaphors, irony, sarcasm and indirect reproach, but not for indirect request. Receptive vocabulary correlated only with metaphor comprehension. The volatility of results seen among studies in terms of the relationship between ToM and figurative language comprehension is discussed.
一阶心理理论（ToM）对于理解隐喻是必要的，二阶心理理论对于理解反讽是必要的。本研究调查了50名高功能自闭症谱系障碍（HFASD）台湾儿童与50名发育正常儿童相比，心理理论和语言能力在理解比喻性语言中的作用。结果显示，无心理理论的HFASD组在理解隐喻、反讽、讽刺和间接责备方面比一阶心理理论HFASD组和二阶心理理论HFASD组表现更差，但在理解间接请求方面并非如此。接受性词汇仅与隐喻理解相关。文中讨论了在心理理论与比喻性语言理解关系的研究中所见结果的波动性。
