Comprehension of concrete and abstract words in autistic children.
This study employed the Stroop paradigm to examine comprehension of single words in autistic children. The words of interest varied along a concrete-abstract dimension. In the Stroop paradigm, subjects are asked to name the color of ink in which color words are printed. Comprehension is indexed by the degree to which the automatic processing of words interferes with the color-naming task. For both concrete and abstract words, autistic children showed the same degree of interference as reading-matched controls. The findings corroborate and extend previous work suggesting that autistic children understand, and by implication, can mentally represent, at least some word meanings.
Eskes
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Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada.
Bryson
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McCormick
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D000293:Adolescent; D001288:Attention; D001321:Autistic Disorder / Q000523:psychology* / Q000628:therapy; D002648:Child; D003118:Color Perception; D003210:Concept Formation; D004519:Education, Special; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011932:Reading; D012660:Semantics; D014706:Verbal Learning