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Language and theory of mind in autism spectrum disorder: the relationship between complement syntax and false belief task performance.

This study aimed to test the hypothesis that children with autism spectrum disorder (ASD) use their knowledge of complement syntax as a means of 'hacking out' solutions to false belief tasks, despite lacking a representational theory of mind (ToM). Participants completed a 'memory for complements' t...

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Publicado en:Journal of Autism & Developmental Disorders Vol. 39; no. 6; pp. 929 - 938
Autores principales: Lind SE, Bowler DM
Formato: research tables/charts Journal Article
Publicado: Springer Nature Jun2009
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Jun2009
      vid: 39
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      pub: Springer Nature
      place: New York, New York
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        atl: Language and theory of mind in autism spectrum disorder: the relationship between complement syntax and false belief task performance.
      aug:
        au:
          Lind SE
          Bowler DM
        affil: Department of Psychology, City University, Northampton Square, London EC1V 0HB, UK. Sophie.Lind.1@city.ac.uk
      sug:
        subj:
          Autism Spectrum Disorder Psychosocial Factors
          Cognition
          Language
          Task Performance and Analysis
          Adolescence
          Bivariate Statistics
          Chi Square Test
          Child
          Correlation Coefficient
          Descriptive Statistics
          Experimental Studies
          Female
          Funding Source
          Grammar
          Language Tests
          Male
          Mann-Whitney U Test
          Memory
          One-Tailed Test
          Scales
          Storytelling
          T-Tests
          Vocabulary
          Human
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: This study aimed to test the hypothesis that children with autism spectrum disorder (ASD) use their knowledge of complement syntax as a means of 'hacking out' solutions to false belief tasks, despite lacking a representational theory of mind (ToM). Participants completed a 'memory for complements' task, a measure of receptive vocabulary, and traditional location change and unexpected contents false belief tasks. Consistent with predictions, the correlation between complement syntax score and location change task performance was significantly stronger within the ASD group than within the comparison group. However, contrary to predictions, complement syntax score was not significantly correlated with unexpected contents task performance within either group. Possible explanations for this pattern of results are considered.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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