TY - JOUR
T1 - Principal component analysis study of visual and verbal metaphoric comprehension in children with autism and learning disabilities
AU - Mashal, Nira
AU - Kasirer, Anat
PY - 2012/1
Y1 - 2012/1
N2 - This research extends previous studies regarding the metaphoric competence of autistic and learning disable children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with autism (ASD), 20 children with learning disabilities (LD), and 21 typically developed (TD) children participated in the study. Principal components analysis was used to examine the interrelationship among the various tests in each group. Results showed different patterns in the data according to group. In particular, the results revealed that there is no dichotomy between visual and verbal metaphors in TD children but rather metaphor are classified according to their familiarity level. In the LD group visual metaphors were classified independently of the verbal metaphors. Verbal metaphoric understanding in the ASD group resembled the LD group. In addition, our results revealed the relative weakness of the ASD and LD children in suppressing irrelevant information.
AB - This research extends previous studies regarding the metaphoric competence of autistic and learning disable children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with autism (ASD), 20 children with learning disabilities (LD), and 21 typically developed (TD) children participated in the study. Principal components analysis was used to examine the interrelationship among the various tests in each group. Results showed different patterns in the data according to group. In particular, the results revealed that there is no dichotomy between visual and verbal metaphors in TD children but rather metaphor are classified according to their familiarity level. In the LD group visual metaphors were classified independently of the verbal metaphors. Verbal metaphoric understanding in the ASD group resembled the LD group. In addition, our results revealed the relative weakness of the ASD and LD children in suppressing irrelevant information.
KW - Autism
KW - Learning disabilities
KW - Principal component analysis
KW - Semantic knowledge
KW - Visual metaphors
UR - http://www.scopus.com/inward/record.url?scp=80053951061&partnerID=8YFLogxK
U2 - 10.1016/j.ridd.2011.09.010
DO - 10.1016/j.ridd.2011.09.010
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C2 - 22001558
AN - SCOPUS:80053951061
SN - 0891-4222
VL - 33
SP - 274
EP - 282
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
IS - 1
ER -