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首页> 外文期刊>Research in autism spectrum disorders >Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism
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Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism

机译：高水平自闭症儿童汉语的隐喻和转喻理解

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摘要

This study investigated the role of semantic knowledge in metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism (HFA). In the contexts of simple short stories, the authors studied autistic children's comprehension of metaphors in the fashion of "X is Y" and metonyms in the fashion of "X metonymically refers to Y". Furthermore, the authors examined the semantic role of receptive vocabulary in metaphor and metonymy comprehension in autistic children, and compared it to that in typically developing (TD) children matched to chronological age, verbal IQ performance IQ and total IQ It was found that Chinese children with HFA exhibited lower competence in metonymy comprehension than in metaphor comprehension; semantic knowledge was correlated with the comprehension of metaphor rather than that of metonymy; Chinese children with HFA were capable to retrieve similarities between the two terms of the metaphor and construct conventional match relations, but not so capable as the TO peers; the static knowledge of the receptive vocabulary of autistic children cannot fully and effectively predict their performance on metaphor tasks, presumably because they represent semantic knowledge and process information in a manner distinct from TO children. (C) 2014 Elsevier Ltd. All rights reserved.
机译：这项研究调查了汉语高功能自闭症儿童（HFA）中语义知识在隐喻和转喻理解中的作用。在简单的短篇小说的背景下，作者研究了自闭症儿童对“ X为Y”方式的隐喻的理解和对转喻的“ X代名词是Y”的理解。此外，作者研究了自闭症儿童接受词汇在隐喻和转喻理解中的语义作用，并将其与按年龄，语言智商表现智商和总智商相匹配的典型发展中（TD）儿童进行了比较。发现中国儿童HFA的转喻理解能力比隐喻理解能力低;语义知识与隐喻的理解相关，而不与转喻相关。具有HFA的中国儿童能够检索到两个隐喻术语之间的相似之处，并能建立常规的匹配关系，但不如TO同伴那么好。自闭症儿童接受词汇的静态知识不能完全有效地预测其在隐喻任务中的表现，大概是因为它们以不同于TO儿童的方式表示语义知识和过程信息。 （C）2014 Elsevier Ltd.保留所有权利。

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