Irony Comprehension in Children with ASD: Does Modality make a difference?

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dc.contributor.author Vollintine, Allison A.
dc.date.accessioned 2022-06-14T21:45:47Z
dc.date.available 2022-06-14T21:45:47Z
dc.date.issued 2017-10-05
dc.identifier.uri https://hdl.handle.net/2097/42285
dc.description.abstract The ability to comprehend irony is often impaired in children with Autism Spectrum Disorders (ASD), due to deficient perspective taking skills. This study explored irony comprehension in children with ASD, ages eight to eleven years, using the graded salience hypothesis and differing modalities of stimuli presentation. Both conventional and situation-specific ironic remarks were presented in either auditory or written form, following each story context. Following presentation of each short vignette and corresponding ironic statement, the participant’s comprehension was measured based on their response to a series of auditory questions. Questions were designed to assess each child’s ability to interpret speaker meaning, affect and intent. Due to their difficulty with integration of information across modalities, it was hypothesized that when presented with an ironic statement and corresponding questions in a single modality (e.g. only auditory), children with ASD would have increased comprehension, as compared to those statements presented across multiple modalities (e.g. written and auditory). Results indicated that no significant differences were found based on the modality of presentation or conventionality of a statement, as it relates to irony comprehension in the given population.
dc.rights © The Author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
dc.rights.uri https://rightsstatements.org/vocab/InC/1.0/
dc.title Irony Comprehension in Children with ASD: Does Modality make a difference?
dc.type Text
dc.description.level Bachelors
dc.description.advisor Debra Burnett
dc.date.published 2018


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© The Author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). Except where otherwise noted, the use of this item is bound by the following: © The Author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

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