You are here:

Older Children and Adolescents with High-Functioning Autism Spectrum Disorders Can Comprehend Verbal Irony in Computer-Mediated Communication
ARTICLE

,

Research in Autism Spectrum Disorders Volume 6, Number 2, ISSN 1750-9467

Abstract

We compared the comprehension of verbal irony presented in computer-mediated conversations for older children and adolescents with high-functioning autism spectrum disorders (HFASD) and typically developing (TD) controls. We also determined whether participants' interpretations of irony were affected by the relationship between characters in the interactions. Participants role-played as addressees in computer-mediated conversations that contained ironic and literal remarks made by speakers and that varied according to the speaker's relationship with the addressee: a same-aged friend, an older relative, or no relationship information. Children and adolescents with HFASD were just as accurate as TD controls in comprehending ironic criticisms and in judging the speaker's intentions to criticize and to convey humor. Both participant groups considered the speaker's relationship with the addressee in their attributions of the ironic speaker's belief but not the speaker's intentions to convey criticism or humor. Unlike TD controls who commented on the context when typing their initial thoughts, participants with HFASD provided no response. The two groups, however, provided similarly themed typed responses for both ironic criticisms and literal compliments. We suggest that tasks which impose minimal social and verbal demands offer a promising way to assess pragmatic abilities in individuals with HFASD. (Contains 4 tables and 3 figures.)

Citation

Glenwright, M. & Agbayewa, A.S. (2012). Older Children and Adolescents with High-Functioning Autism Spectrum Disorders Can Comprehend Verbal Irony in Computer-Mediated Communication. Research in Autism Spectrum Disorders, 6(2), 628-638. Retrieved March 26, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords