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, 2010; Hobson and Meyer, 2005). Regarding the contents of communication, the normal declarative use of language for the purpose of affirming and sharing thoughts is deviant in verbal children with autism (Loveland et al., 1988). This is neither merely a communicative nor a pragmatic impairment, but also concerns the distribution of linguistic forms: imperatives cannot, in virtue of their form, encode declarations, while declaratives can express commands only via implicatures. Maljaars et al. (2011) found that among three forms of communication, namely behavior regulation, social interaction, and joint attention, the proportion of the first to the third was much higher in children with autism than in typically developing children, who showed the opposite pattern. The non-verbal group with autism did not or barely communicate for declarative purposes and used the least complex forms of communication. Part and parcel of the general problems with deixis are classical misuses of pronouns, as in the non-shifted pronoun use resulting from echolalia but also the spontaneous substitutions of non-standard grammatical Persons for where personal (1st or 2nd) forms would be expected. In a recent corpus-based study of two French-speaking autistic children, Dascalu (2014) found that non-standard (2nd and 3rd) personal forms of self-reference and the normally expected 1st personal forms can seem context-equivalent to the autistic children. One child used French ��il�� (��he��) as a ��passe-partout�� GSK-J4 referential device fitting all objects of reference equally. Grammatical Person was not merely distorted, moreover, but there is a distinctive Person-shift from personal to 3rd-personal forms for self-reference, while the reverse is not the case. As these findings suggest, not use of pronouns as such is impaired, but grammatical Person is. This does not appear to be the consequence of a general problem in ��perspective-taking�� in some non-linguistic sense, since the children did take the perspectives of others, as in numerous examples documenting that they are pursuing the trains of thoughts of others, imitate others, and role-play. The Person shift in its grammatical dimension is also confirmed by numerous earlier studies showing a preference of 3rd Personal forms of self-reference (such as the child's own proper name) in both spoken (Jordan, 1989; Lee and Hobson, 1994; Mizuno et al., 2011) and signed language (Shield and Meier, 2014); and by the fact that it does not occur in isolation but as part of a larger disturbance in the referential use of language. Thus Modyanova (2009) showed, in a comparison of indefinite NPs (e.g., ��an/another apple��) with definite NPs (��the/that apple��), that children with autism compared with Asperger's or Pervasive Developmental Disorder (PDD-NOS) showed no knowledge of definite determiners at all (Lord and Rutter, 1994).