Overly literal interpretations of speech in autism: understanding that messages arise from minds.
Children with autism and children with Down's syndrome watched the following enactment. A protagonist put one item in location A and another in location B and then left the scene. Subsequently, the items were swapped the other way round. Finally, the protagonist (who remained ignorant of the swap) requested the item in A. The observing child participant was asked to judge (1) which item the protagonist wanted and (2) which item the protagonist put in A. Unlike children with Down's syndrome, those with autism made more errors in judging that the speaker wanted the item in B than in judging that the item the speaker put in A is now in B; children with autism wrongly tended to interpret utterances literally, and they did this significantly more frequently than children with Down's syndrome. We conclude that children with autism have a difficulty making nonliteral interpretations that cannot be explained as (1) a realist bias, (2) an inability to inhibit a prepotent response, and (3) a failure to keep track of the exchange of items.
Mitchell
P
P
School of Psychology, University of Birmingham, U.K.
Saltmarsh
R
R
Russell
H
H
D000293:Adolescent; D001288:Attention; D001321:Autistic Disorder / Q000175:diagnosis / Q000523:psychology*; D001364:Awareness; D002648:Child; D003210:Concept Formation; D004314:Down Syndrome / Q000175:diagnosis / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D011340:Problem Solving; D011936:Reality Testing; D012938:Social Perception; D013067:Speech Perception