Verbal Mediation of Theory of Mind in Verbal Adolescents with Autism Spectrum Disorder

Autor/inn/en	Eigsti, Inge-Marie; Irvine, Christina A.
Titel	Verbal Mediation of Theory of Mind in Verbal Adolescents with Autism Spectrum Disorder
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 28 (2021) 2, S.195-213 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eigsti, Inge-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2021.1877705
Schlagwörter	Autism; Pervasive Developmental Disorders; Theory of Mind; Adolescents; Verbal Communication; Beliefs; Language Skills; Nonverbal Communication; Cognitive Processes; Logical Thinking; Executive Function; Language Tests; Intelligence; Reaction Time; Inhibition; Undergraduate Students; Accuracy; Difficulty Level; Connecticut; Clinical Evaluation of Language Fundamentals; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Belief; Glaube; Language skill; Sprachkompetenz; Non-verbal communication; Nonverbale Kommunikation; Cognitive process; Kognitiver Prozess; Language test; Sprachtest; Intelligenz; Klugheit; Reaktionsvermögen; Hemmung; Schwierigkeitsgrad
Abstract	This study tests the role of verbal mediation during theory of mind processing in autism spectrum disorder (ASD). Adolescents with ASD or typical development completed a false belief task while simultaneously performing a verbal or nonverbal load task. There was no group difference in false belief "accuracy;" however, under verbal load, the ASD group was relatively less "efficient," with slower reaction times, in false belief compared to true belief trials. Faster false belief task performance under verbal but not nonverbal load was associated with pragmatic language ability for the ASD group only. Results were consistent with the theory that there are two (implicit, nonverbal and explicit, verbal) processes that support cognitive reasoning about other people's minds and that people with ASD rely more on the explicit system. Verbal mediation may be critical for false belief understanding in individuals with ASD but not typical development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01