Adornetti Ines, Chiera Alessandra, Deriu Valentina, Altavilla Daniela, Lucentini Sara, Marini Andrea, Valeri Giovanni, Magni Rita, Vicari Stefano, Ferretti Francesco
Cosmic Lab, Department of Philosophy, Communication and Performing Arts, Roma Tre University, Via Ostiense 234, 00146, Rome, Italy.
Department of Languages and Literatures, Communication, Education and Society, University of Udine, Udine, Italy.
Cogn Process. 2020 Aug;21(3):435-447. doi: 10.1007/s10339-020-00976-6. Epub 2020 May 7.
The present study analyzed the comprehension of visual narrative in a group of twelve children with autism spectrum disorders (ASD). Their performances were compared to a control group of fifteen children with typical development (TD) matched for age, level of formal education, and IQ. Visual narrative comprehension was assessed by administering a task that required children to understand narrative's global coherence by arranging in the correct order the constituent parts of stories presented in pictures. Specifically, the task evaluated children's ability to grasp how single events connected (causally and temporally) each other and how these connections led to the ending of the story. Results showed that children with ASD obtained significantly lower scores than children with TD. These results open to alternative interpretations of narrative impairments often reported in individuals with ASD, which might not be restricted to the linguistic code but stem from a deeper deficit in narrative processing that is independent from the expressive modality.
本研究分析了一组12名自闭症谱系障碍（ASD）儿童对视觉叙事的理解能力。将他们的表现与一组15名发育正常（TD）的儿童进行比较，这组儿童在年龄、正规教育水平和智商方面相匹配。通过一项任务评估视觉叙事理解能力，该任务要求儿童通过将图片中呈现的故事组成部分按正确顺序排列来理解叙事的整体连贯性。具体而言，该任务评估了儿童把握单个事件如何（在因果关系和时间上）相互关联以及这些关联如何导致故事结局的能力。结果显示，患有ASD的儿童得分显著低于患有TD的儿童。这些结果为经常在患有ASD的个体中报告的叙事障碍提供了其他解释，这可能不限于语言编码，而是源于叙事处理中更深层次的缺陷，该缺陷独立于表达形式。
