Investigation of the Relation between Expressive Grammar and Theory of Mind In Children with High Functioning Autism

Document Type : Original Article

Author

Department of Linguistics, Institute of Linguistics, Institute of Humanities and Cultural Studies, Tehran, Iran

Abstract

Purpose:
Nowadays, there is an increasing interest in investigating the relation between language and theory of mind in children with autism. However, until now the nature of this relation is not fully understood, because findings of such an investigation in these children have been inconclusive, and even less is known about the direction of effect and the most effective component of language on theory of mind. The present study examined the relation between expressive grammar and theory of mind in 10 Persian children with high functioning autism between ages 6 to 9 years and 20 typically developing controls.
Methods:
In this study, research data were collected from 10 children with autism and 20 normal children (10 age-matched and 10 language-matched). Initially, we used screening and diagnosing test for diagnosing children with high-functioning autism. Then, expression of different structures of syntax and their ability in theory of mind were respectively assessed by using expressive grammar and theory of mind tests. Finally, data were analyzed with correlation tests using SPSS statistical software. 
Results:
Our results showed that in language-matched group, significant correlation was found between total score of correct structure and correct tasks, and third level of theory of mind. However, in children with autism and age-matched normal children; no significant correlation was observed. For depth understanding of this relation in children with autism, we compared this relation in specific structures and found that there is a significant correlation between expression of adverbial relative clause and personal ending, and second level of theory of mind and total score of theory of mind.
Conclusions:
Therefore, for analyzing the relation between language and theory of mind in children with autism, it is necessary to compare different structures separately, and in cognitive therapy (treatment for improving the theory of mind), we should pay attention to grammatical structures such as relative clause and personal ending.

Keywords

Main Subjects

References

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Journal of Paramedical Sciences & Rehabilitation
Volume 6, Issue 4
November 2017
Pages 79-86

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