A Relevance-Theoretic Account of the Development and Deficits of Theory of Mind in Normally Developing Children and Individuals with Autism
Bibliographic Data
| ID | 20400289 |
|---|---|
| Authors | Szilvia Papp (0000-0002-6270-6952, University of Portsmouth, corresponding author) |
| Year | 2006 |
| Volume | 16 |
| Issue | 2 |
| Pages | 141-161 |
| Publication date | 2006-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory & Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0959-3543 • E-ISSN: 1461-7447 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0959354306062532 |
| OpenAlex | W2123587037 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
This paper argues that positing a Theory of Mind and mindreading abilities in particular is necessary in order to be able to account for the development and possible impairments of communication in normally developing children and individuals with autism. To account for the different impairments that people diagnosed with Autism Spectrum Disorder (ASD) exhibit, what is needed is a refinement of the levels or degrees of mind-reading abilities that are usually posited in the literature. Instead of the two-tiered system of first-and second-order mind-reading abilities, there is a need to propose several other layers of meta-representation to account for the comprehension of different communicative events, such as metaphors, under-and overstatements, direct and indirect speech acts, lies, deceits, humour, jokes, irony and sarcasm. This paper assumes a relevancetheoretic perspective to explain deficits in communicative abilities in individuals with ASD. It suggests that the pragmatic impairments specific to autism can be accounted for by the role of context retrieval in the comprehension and production process, especially those related to knowledge about the speaker
Autism · Autism spectrum disorder · Cognition · Cognitive psychology · Comprehension · Developmental psychology · Irony · Linguistics · Mind-blindness · Relevance theory · Sarcasm · Theory of mind · Autism Spectrum Disorder Research · Child and Animal Learning Development · Computer Science · Language, Metaphor, and Cognition · Psychology
The Essential Child
Mindblindness
The Child's Theory of Mind
Thoughts and Utterances
Imaginary Companions and the Children Who Create Them
Words Speak Louder Than Actions
Taking the intentional stance at 12 months of age
Communicative competence and theory of mind in autism
Logic and Conversation
Does the chimpanzee have a theory of mind?
Natural Theories of Mind
The Modularity of Mind
Theory of Mind
Theory of Mind and the Practical Management of Autistic Behavior in the Classroom Environment
The Roots of Mindblindness
Who Really Needs a ‘Theory’ of Mind
The Cultural Origins of Human Cognition
Understanding Minds and Metaphors
Preschool children's production of directive forms∗
Relevance
Ethnopsychologies
Pretense and representation
Developmental Pragmatics in Normal and Abnormal Children
Pragmatics, Modularity and Mind-reading
Sharing humour and laughter in autism and Down's syndrome
How children comprehend speech acts and communicative gestures
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2006 - 2021 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |