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首页> 外文期刊>Journal of Autism and Developmental Disorders >Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism
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Use of Context in Pragmatic Language Comprehension by Children with Asperger Syndrome or High-Functioning Autism

机译：语境在阿斯伯格综合症或自闭症儿童的语用理解中的应用

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摘要

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.
机译：利用关联理论，本研究调查了阿斯伯格综合症（AS）和高功能自闭症（HFA）儿童在回答问题和给出正确答案的解释时使用情境的能力。三组参加了这项研究：较年轻的AS / HFA组（7-9岁，n = 16），较老的AS / HFA组（10-12岁，n = 23）和功能正常的对照组（7-9岁， n = 23）。结果表明，与对照组相比，年轻的AS / HFA组在回答情景要求较高的问题时表现较差，而较老的AS / HFA组的表现则介于年轻的AS / HFA组和对照组之间。两个AS / HFA小组都难以解释他们的正确答案，这表明他们并不总是知道如何从上下文中得出答案。

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