Dynamic assessment of figurative language of children in the autistic spectrum: The relation to some cognitive and language aspects

David Tzuriel, Tamar Groman

    Research output: Contribution to journalArticlepeer-review

    12 Scopus citations

    Abstract

    The objectives of this study were to examine (a) differences in figurative language, analogical reasoning, executive functions (EF), theory of mind (ToM), and local/central coherence (LCC) of children with high-functioning autism (HFA; n = 32) and typically developing (TD; n = 32) children; (b) improvement of figurative language using dynamic assessment; and (c) prediction of proverbial understanding by the cognitive variables. A sample of 5-to 11-year-old children with HFA was pair matched with a group of TD children on age, gender, vocabulary, and socioeconomic status (SES). Participants were administered tests of proverbial understanding, metaphorical construction, analogies, language ability, EF, LCC, and ToM. TD children scored higher than children with HFA on all tests. In the HFA group, proverbial understanding was predicted by LCC and verbal ability and in the TD group by metaphorical construction and EF. These findings refute the argument that figurative language among HFA is a function of only verbal ability.

    Original languageEnglish
    Pages (from-to)38-63
    Number of pages26
    JournalJournal of Cognitive Education and Psychology
    Volume16
    Issue number1
    DOIs
    StatePublished - 2017

    Bibliographical note

    Publisher Copyright:
    © 2017 Springer Publishing Company.

    Keywords

    • Dynamic assessment
    • Figurative language
    • High-functioning autism (HFA)
    • Local/central coherence
    • Metaphorical construction
    • Proverbial understanding

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