Listening in your shoes: social perspective-taking and verbal reference interpretation by children with autism

Abbot-Smith, Kirsten and Williams, David M. and Matthews, Danielle (2018) Listening in your shoes: social perspective-taking and verbal reference interpretation by children with autism. In: Social Communication Across the Lifespan, 27th-29th June 2018, Canterbury, Kent. (Submitted) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
https://www.kent.ac.uk/psychology/downloads/CogSoC...

Abstract

Individuals with Autism Spectrum Disorder (ASD) often do not tailor language for specific listeners, i.e. they fail to use social perspective. Only one previous study examined whether individuals with ASD use social perspective to interpret referring terms (e.g. 'the stripy ball'). Malkin et al. (2017) found that 5- to 7-yearolds with ASD did not differ from well-matched typically-developing (TD) children in correctly interpreting a referring term in relation to the activity they had shared with the specific speaker. In the current study, we manipulated a different aspect of social common ground. We told each child (C) that one experimenter (E2) had bought toys which the Requesting Experimenter (RE) had not yet seen. For each trial, E2 passed one of these (e.g. pink ball) over to RE, who discussed this with C. Then RE left and E2 showed C another object of the same type (e.g. yellow ball). When RE returned, she and C could see both objects. RE said 'Oh wow, I like that ball. Can you put that ball in my box?'. We tested 24 eight- to eleven-year-olds with ASD. They were significantly less likely than 24 well-matched TD controls to select the object that was new for RE (p <.05) and significantly more likely to ask clarification questions such as, 'which ball?' (p < .01). The groups did not differ for either of these DVs in visual perspective-taking controls. Individuals with ASD have difficulty understanding that people tend to comment on things which are new for them.

Item Type: Conference or workshop item (Poster)
Subjects: B Philosophy. Psychology. Religion
B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Social Sciences > School of Psychology > Developmental Psychology
Faculties > Social Sciences > School of Psychology
Depositing User: Kirsten Abbot-Smith
Date Deposited: 29 Nov 2018 14:55 UTC
Last Modified: 30 Nov 2018 13:52 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/70462 (The current URI for this page, for reference purposes)
  • Depositors only (login required):