Abstract
We compared the comprehension of verbal irony presented in computer-mediated conversations for older children and adolescents with high-functioning autism spectrum disorders (HFASD) and typically developing (TD) controls. We also determined whether participants’ interpretations of irony were affected by the relationship between characters in the interactions. Participants role-played as addressees in computer-mediated conversations that contained ironic and literal remarks made by speakers and that varied according to the speaker's relationship with the addressee: a same-aged friend, an older relative, or no relationship information. Children and adolescents with HFASD were just as accurate as TD controls in comprehending ironic criticisms and in judging the speaker's intentions to criticize and to convey humor. Both participant groups considered the speaker's relationship with the addressee in their attributions of the ironic speaker's belief but not the speaker's intentions to convey criticism or humor. Unlike TD controls who commented on the context when typing their initial thoughts, participants with HFASD provided no response. The two groups, however, provided similarly themed typed responses for both ironic criticisms and literal compliments. We suggest that tasks which impose minimal social and verbal demands offer a promising way to assess pragmatic abilities in individuals with HFASD.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.