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dc.contributor.authorLoukusa, S.
dc.contributor.authorLeinonen, E.
dc.contributor.authorKuusikko, S.
dc.contributor.authorJussila, K.
dc.contributor.authorMattila, M.
dc.contributor.authorRyder, N.
dc.contributor.authorEbeling, H.
dc.contributor.authorMoilanen, A.
dc.identifier.citationLoukusa , S , Leinonen , E , Kuusikko , S , Jussila , K , Mattila , M , Ryder , N , Ebeling , H & Moilanen , A 2007 , ' Use of context in pragmatic language comprehension by children with Asperger syndrome or high-functioning autism ' , Journal of Autism and Developmental Disorders , vol. 37 , no. 6 , pp. 1049-1059 .
dc.identifier.otherPURE: 189336
dc.identifier.otherPURE UUID: 73a4532a-f8b9-4ccb-a51a-00dfb649c513
dc.identifier.otherdspace: 2299/3397
dc.identifier.otherScopus: 34250813771
dc.identifier.otherORCID: /0000-0002-4509-494X/work/35043321
dc.description“The original publication is available at”. Copyright Springer. DOI: 10.1007/s10803-006-0247-2 [Full text of this article is not available in the UHRA]
dc.description.abstractUtilizing relevance theory, this study investigated the ability of children with Asperger syndrome (AS) and high-functioning autism (HFA) to use context when answering questions and when giving explanations for their correct answers. Three groups participated in this study: younger AS/HFA group (age 7–9, n = 16), older AS/HFA group (age 10–12, n = 23) and a normally functioning control group (age 7–9, n = 23). The results indicated that the younger AS/HFA group did less well when answering contextually demanding questions compared to the control group, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties explaining their correct answers, suggesting that they are not always aware of how they have derived answers from the context.en
dc.relation.ispartofJournal of Autism and Developmental Disorders
dc.titleUse of context in pragmatic language comprehension by children with Asperger syndrome or high-functioning autismen
dc.contributor.institutionDepartment of Psychology
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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