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Comprehension of Generalized Conversational Implicatures by Children With and Without Autism Spectrum Disorder.

ABSTRACT: This study evaluates the comprehension of generalized conversational implicatures (GCI) in children with and without autism spectrum disorder (ASD), using a GCI test constructed based on the Levinson model, which distinguishes between three types of implicatures: type Q (or scalar: "what is not referred to does not occur"); type I ("by default, it is not necessary to say what can be assumed"); and type M ("if someone is expressing something in a not very simple or marked way, it is because s/he is describing a situation that is not very typical, frequent, or prototypical"). In addition to the ASD group (n = 22), two comparison groups were utilized: a group matched on chronological age with the ASD group, but with a higher linguistic age (TCD group, n = 22), and a group matched on linguistic age with the ASD group, but with a lower chronological age (TLD group, n = 22). In all cases, linguistic age was assessed with the Peabody test. The performance of the three groups on the GCI test was compared (overall and on each type of implicature), and performance on the three types of implicature was compared within each group. The ASD group obtained worse performance than the other two groups, both overall and for each implicature type, without also obtaining differences in performance on the three implicature types. The TCD group obtained better performance than the TLD group on overall performance, but not on each implicature type, and both groups obtained lower performance on the type M heuristics than on the type I. Based on these results, the children with ASD in our study presented limitations in the comprehension of the three types of GCI, but it was not possible to obtain evidence for an inferential continuum of the three types of GCI. However, in the two typical development groups, this evidence was obtained, leading us to propose an inferential continuum model based on the different levels of dependence on the context of each of the three types of implicatures, with type M implicatures being more contextually dependent.

SUBMITTER: Pastor-Cerezuela G

PROVIDER: S-EPMC5859064 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Comprehension of Generalized Conversational Implicatures by Children With and Without Autism Spectrum Disorder.

Pastor-Cerezuela Gemma G Tordera Yllescas Juan C JC González-Sala Francisco F Montagut-Asunción Maite M Fernández-Andrés María-Inmaculada MI

Frontiers in psychology 20180313

This study evaluates the comprehension of generalized conversational implicatures (GCI) in children with and without autism spectrum disorder (ASD), using a GCI test constructed based on the Levinson model, which distinguishes between three types of implicatures: type Q (or scalar: "what is not referred to does not occur"); type I ("by default, it is not necessary to say what can be assumed"); and type M ("if someone is expressing something in a not very simple or marked way, it is because s/he ...[more]

PMID: 29593597

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Project description:Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002-2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension.

Dataset Information

Comprehension of Generalized Conversational Implicatures by Children With and Without Autism Spectrum Disorder.

Publications

Comprehension of Generalized Conversational Implicatures by Children With and Without Autism Spectrum Disorder.

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