WAYS OF ACQUISITION AND COMPREHENSION OF IMPLICIT MEANING BY PRIMARY SCHOOLCHILDREN WITH AUTISM
The article deals with ways of perceiving verbal means of communication, specific of children with autism. The results of the complex psychological-pedagogical diagnostics of the impressive speech, characteristic of the children with Autism Spectrum Disorder (ASD), have been analyzed. One of the effects of the ASD in children is specific development of their communication sphere. We have described the results of investigating the passive vocabulary; understanding of instructions; text comprehension; understanding of the implicit meanings of words, phrases and texts. While doing the research we found out that unlike normally developed pupils, those with ASD had a difficulty in establishing the contact with a researcher. Not being able to conceptualize the environment fully children with ASD have low interest in communication. Considerable problems with socializing of children with ASD are seen in their inability to establish contact with adults and peers. Therefore there is a need of looking for individual approaches to restore communication.
The results of the research have shown that children with autism difficulties of switching attention while performing the tasks. Prepositions and personal pronouns cause difficulties as their understanding has not been well-formed. The investigation has shown that pupils with autism understand and use synonyms in their learning process appropriately but antonyms are hard for them to grasp. It has been noticed that homonyms are understood only in a certain context that is caused by a low flexibility of thinking. In case of their correct order and use the positive results become possible.
Bazyma, N. (2018). Rozvytok movlennia ditei z autyzmom. Kharkiv: Vydavnytstvo «Ranok», VH «Kenhuru» [in Ukrainian].
Barbera, M. (2017). Detskyi autyzm y verbalno-povedencheskyi podkhod (The Verbal Behavior Approach): Obuchenye detei s autyzmom y sviazannymi rasstroistvamy. Kiev: Svaroh [in Russian].
Kalmykova L., Kharchenko N. Osoblyvosti rozuminnia ditmy doshkilnoho viku perenosnoho znachennia prysliviv ta idiom. Psycholinguistics. Psykholinhvistyka. Psykholynhvystyka. 2018. Vyp. 22(1), C. 149-182. doi.10.31470/2309-1797-2018-24-1-149-182
Luriya A. (2013) Osnovyi neyropsihologii: ucheb. posobie. Moscow: «Akademiya» [in Russian].
Nuryeva, L. (2007) Razvytye rechy u autychnykh detei. Metodycheskye razrabotky. Moskva: Terevynf [in Russian].
Skrypnyk, T. (2010) Fenomenolohiia autyzmu: Monohrafiia. Kiev: Vydavnytstvo “Feniks” [in Ukrainian].
Tarasun, V. (2018) Autolohiia: teoriia i praktyka. Kiev: «Vadeks» [in Ukrainian].
Homskaya E. (2005) Neyropsihologiya. Sankt-Peterburg: Piter [in Russian].
Bosco, F.M., & Gabbatore, I. (2017). Theory of mind in recognizing and recovering communicative failures. Applied Psycholinguistics, 38(1), 57–88. doi.org/10.1017/S0142716416000047
Kemper, S. (1981). Comprehension and the interpretation of proverbs. Journal of Psycholinguistic Research, 10, 179–198. doi.org/10.1007/BF01068037
Copyright (c) 2020 Maryna Branytska
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.