| Title |
Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, May 2014
|
| DOI | 10.1007/s10803-014-2129-3 |
| Pubmed ID | |
| Authors |
Eric L. Olofson, Drew Casey, Olufemi A. Oluyedun, Jo Van Herwegen, Adam Becerra, Gabriella Rundblad |
| Abstract |
Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03-22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| United Kingdom | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 50% |
| Members of the public | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 73 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Netherlands | 1 | 1% |
| Unknown | 72 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 12 | 16% |
| Researcher | 9 | 12% |
| Student > Postgraduate | 7 | 10% |
| Professor > Associate Professor | 7 | 10% |
| Student > Bachelor | 7 | 10% |
| Other | 15 | 21% |
| Unknown | 16 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 21 | 29% |
| Linguistics | 7 | 10% |
| Social Sciences | 5 | 7% |
| Nursing and Health Professions | 5 | 7% |
| Medicine and Dentistry | 4 | 5% |
| Other | 10 | 14% |
| Unknown | 21 | 29% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 September 2014.
All research outputs
#15,018,605
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,728
of 5,240 outputs
Outputs of similar age
#123,637
of 230,706 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#48
of 62 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 34th percentile – i.e., 34% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 26th percentile – i.e., 26% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 230,706 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 62 others from the same source and published within six weeks on either side of this one. This one is in the 19th percentile – i.e., 19% of its contemporaries scored the same or lower than it.