University of Groningen
Taking an alternative perspective on language in autism
Overweg, Jennigje
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Publication date: 2018
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Overweg, J. (2018). Taking an alternative perspective on language in autism. University of Groningen.
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Taking an alternative perspective
on language in autism
The work in this thesis was carried out under the auspices of the Research School of
Behavioral and Cognitive Neurosciences (BCN), and the Center for Language and Cognition
Groningen (CLCG). Both are affiliated with the University of Groningen.
Groningen Dissertations in Linguistics
ISSN 0928-0030
ISBN 978-94-034-0967-2 (printed version)
ISBN 978-94-034-0966-5 (digital version)
Cover design by Priya Saktoe - The Freshmakers
Printed by Ridderprint BV
© Copyright 2018, Jessica Overweg
All rights are reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission of the author.
Taking an alternative perspective
on language in autism
Proefschrift
ter verkrijging van de graad van doctor aan de
Rijksuniversiteit Groningen
op gezag van de
rector magnificus prof. dr. E. Sterken
en volgens besluit van het College voor Promoties.
De openbare verdediging zal plaatsvinden op
donderdag 8 november 2018 om 16.15 uur
door
Jennigje Overweg
geboren op 8 oktober 1983
Promotores
Prof. dr. P. Hendriks
Dr. C.A. Hartman
Beoordelingscommissie
Prof. dr. B.A.M. Maassen
Prof. dr. J.C. Schaeffer
Prof. dr. W.B.T. Blom
Contents
Chapter 1. General introduction ... 9
1.1 Perspective taking in children with ASD ... 11
1.2 Linguistic perspective taking in ASD ... 11
1.3 Well-known language problems in ASD ... 12
1.4 Expected language problems in ASD ... 14
1.5 Cognitive processes needed for perspective taking ... 15
1.6 Research questions ... 16
1.7 Study design ... 17
1.8 Outline of this dissertation ... 18
Chapter 2. High-verbal versus low-verbal Theory of Mind reasoning in children with autism
spectrum disorder ... 21
2.1 Abstract ... 22 2.2 Introduction ... 22 2.3 Method ... 25 2.3.1 Participants ... 25 2.3.2 Outcome measures ... 27 2.3.3 Cognitive tasks ... 33 2.3.4 Data analysis ... 34 2.4 Results ... 362.4.1 Results high-verbal ToM task ... 36
2.4.2 Results low-verbal ToM task ... 38
2.5 Discussion ... 42
Chapter 3. Children with autism spectrum disorder show pronoun reversals in
interpretation ... 47
3.1 Abstract ... 48
3.2 Introduction ... 48
3.3 Method ... 52
3.3.2 Pronoun comprehension task ... 53 3.3.3 Cognitive processes ... 57 3.3.4 Data analysis ... 58 3.4 Results ... 60 3.5 Discussion ... 65 3.6 Appendix ... 70 3.6.1 Appendix 3A ... 70 3.6.2 Appendix 3B ... 74
Chapter 4. Spatial language reveals perspective-taking difficulties in children with and
without autism ... 79
4.1 Abstract ... 80 4.2 Introduction ... 80 4.3 Method ... 84 4.3.1 Participants ... 84 4.3.2 Outcome measure ... 86 4.3.3 Cognitive tasks ... 87 4.3.4 Data analysis ... 88 4.4 Results ... 89 4.5 Discussion ... 93Chapter 5. Temporarily out of order: Temporal perspective taking in language in children
with autism spectrum disorder ... 97
5.1 Abstract ... 98
5.2 Introduction ... 99
5.3 Materials and methods ... 102
5.3.1 Participants ... 102
5.3.2 Language comprehension task ... 103
5.3.3 Cognitive tasks ... 106
5.3.4 Data analysis ... 108
5.4 Results ... 109
Chapter 6. General discussion ... 121
6.1 Introduction ... 122
6.2 Summary of findings ... 122
6.3 The link between Theory of Mind and perspective taking in language ... 125
6.4 Perspective taking in language in children with ASD ... 127
6.5 Cognitive processes in perspective taking in language ... 129
6.6 Methodological limitations ... 130
6.7 Theoretical implications and future directions ... 132
6.8 Relation to DSM-5 and clinical diagnosis ... 133
6.9 Conclusion ... 134
References ... 137
Nederlandse samenvatting ... 161
Inleiding ... 162 Onderzoeksdoelen ... 163 Onderzoeksopzet... 164Hoofdstuk 2: De Theory of Mind-vaardigheden van kinderen met ASS ... 165
Hoofdstuk 3: Het begrip van de persoonlijke voornaamwoorden ik en jij ... 166
Hoofdstuk 4: Het begrip van de ruimtelijke voorzetsels voor en achter ... 167
Hoofdstuk 5: Het begrip van de nevenschikkers van tijd voordat en nadat ... 168
Conclusies ... 170
