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首页> 外文期刊>Journal of communication disorders >Bossy and nice requests: varying language register in speakers with autism spectrum disorder (ASD).
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Bossy and nice requests: varying language register in speakers with autism spectrum disorder (ASD).

机译：专横又好听的要求：自闭症谱系障碍症（ASD）的说话者会使用多种语言注册。

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The ability to vary language style or register is important for successfully navigating social situations. For example, we speak differently to our boss than we do to our children. This project examined whether high-functioning speakers with ASD were able to vary the language used for requests along continua of politeness/bossiness by appropriately matched controls, and whether speakers with ASD were able to accurately interpret politeness/bossiness registers. High-functioning children and adolescents (aged 6-16) with ASD were compared to matched typically developing children and adolescents on ability to (1) produce both "nice" and bossy more polite. Contrary to expectations, participants with ASD were as adept as controls in both producing and judging polite and bossy requests. These results suggest that, at least for high-functioning children and adolescents with ASD, some skill at adjusting language register exists in their repertoire. Future research should examine whether this skill is also present in younger children and in unstructured interactions. If these results hold, clinicians may be able to focus their intervention on teaching strategies for successful use of behaviours that already exist rather than training the responses themselves. Learning outcomes: The reader will become familiar with the functional importance of varying language registers or style according to situational demands. In addition, teaching a strategy for how to determine when a particular language behaviour should be used may sometimes be more effective than training the specific language response.
机译：改变语言风格或注册的能力对于成功应对社交环境非常重要。例如，我们对老板的话不同于对孩子的话。该项目研究了具有ASD的高水平演讲者是否能够通过适当匹配的控件来改变礼貌/ Bossiness连续性的请求语言，以及具有ASD的演讲者是否能够准确地解释礼貌/ Bossiness语录。将具有ASD的高功能儿童和青少年（6-16岁）与典型的发育中的儿童和青少年在（1）产生“好”和专横的礼貌上的能力进行比较。与期望相反，ASD的参与者在产生和判断礼貌和专横的要求方面都善于控制。这些结果表明，至少对于功能强大的ASD儿童和青少年而言，他们的曲目中存在一些调节语言语调的技能。未来的研究应该检查这种技能是否还存在于年幼的孩子和非结构化的互动中。如果这些结果成立，则临床医生可能能够将他们的干预重点放在成功使用已存在的行为的教学策略上，而不是自己训练响应。学习成果：读者将根据情况需求熟悉各种语言记录或样式的功能重要性。另外，教导一种策略来确定何时应该使用特定的语言行为可能比训练特定的语言响应更有效。

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