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31.
La comprensione dell'ironia in bambini con disturbi dello spettro autistico
Luca Surian, Beatrice Giustolisi, Greta Mazzaggio, Francesca Panzeri, 2018, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Comprendere l’ironia è un compito complesso che i bambini a sviluppo tipico compiono a partire dai sei anni. Diversi studi hanno evidenziato il ruolo della Teoria della Mente (ToM) e delle abilità linguistiche nella comprensione dell’ironia. Gli individui con Disturbi dello Spettro Autistico ad alto funzionamento (AAF) sono caratterizzati da abilità linguistiche intatte ma deficit nella ToM e nella pragmatica, a volte compensati mediante strategie linguistiche. Obiettivo del nostro studio è indagare la comprensione dell’ironia (sia critiche che complimenti) in questa popolazione, al fine di individuare i fattori che la facilitano. I partecipanti sono 26 bambini con AAF (età media = 7,2) e 26 bambini a sviluppo tipico (ST) di pari età (p = .98), testati per QI non verbale, abilità linguistiche (sintassi e lessico), e ToM. Per la comprensione dell’ironia abbiamo creato un compito composto da 10 brevi storie che si concludono con un commento letterale (4, controllo) o ironico (3 complimenti e 3 critiche), a cui seguivano tre domande che richiedevano il riconoscimento del significato inteso, dell’atteggiamento del parlante, e del contesto (come controllo). Entrambi i gruppi non hanno dimostrato difficoltà nel comprendere le storie letterali (AAF: 99%; ST: 99.5%). Attraverso un’analisi di regressione logistica abbiamo riscontrato una maggiore accuratezza di risposte per entrambe le tipologie di ironia (complimento e critica) nel gruppo a ST rispetto al gruppo di AAF (β = 8.25, SE = 2.52, z = 3.27, p = .001). In entrambi i gruppi l’accuratezza è stata maggiore per le critiche ironiche rispetto ai complimenti ironici (β = 0.90, SE = 0.32, z = 2.83, p = .005). L’analisi di correlazione di Pearson ha individuato come nel gruppo di AAF solo la ToM correli con la comprensione dell’ ironia (p < .001) mentre nel gruppo di bambini a ST, invece, al netto del fattore età solo le abilità sintattiche correlano (p = .03). Nel gruppo di AAF si evidenzia una netta distribuzione bimodale nelle risposte alle storie ironiche: la maggioranza dei bambini (16) ha dimostrato enormi difficoltà (accuratezza < 25%) mentre alcuni bambini (6) hanno dimostrato piena comprensione. I bambini AAF mostrano un pattern atipico rispetto ai controlli a ST. Per spiegare questi dati ipotizziamo che i bambini con AAF con basse abilità di ToM, nella comprensione dell’ironia corrispondano al profilo degli individui AAF con deficit pragmatici e meta-rappresentazionali; i bambini con AAF che hanno una perfetta comprensione dell’ironia e alte abilità di ToM potrebbero utilizzare una strategia compensatoria, forse a seguito di una riabilitazione. Future ricerche di tipo
Najdeno v: osebi
Ključne besede: irony, autism spectrum disorder, experimental pragmatics, theory of mind
Objavljeno: 22.09.2021; Ogledov: 191; Prenosov: 6
URL Polno besedilo (0,00 KB)
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32.
Autism and pronoun reversal
Greta Mazzaggio, 2014, magistrsko delo

Opis: My project aimed at giving a personal contribution to an important international debate relevant to psycholinguistics. In particular, I studied the relationship between Theory of Mind (ToM) and the production of first- and second-person pronouns in typically developing children (TD) and children with autism spectrum disorder (ASD).Moving from the dense general framework of references I created an experimental protocol with the main goal to test the existent and newest hypotheses on ToM consequential development and on the differences between the phenomena of pronoun reversal (PR) in TD children and children with ASD, to have, at the end of the hypothetical experiment, some data that can prove a correlation between the phenomena of PR and a lack or a deficit in ToM. The newness of my experimental protocol is the Italian native children target; Italian language is pro-drop and it has the agreement between the subject pronoun and the verb, for this reason it has never been studied to find possible a validation of previous studies and theories on other languages.The experiment will be structured with two batteries of tests, the first that will be a translation and adaptation in Italian of Wellmann and Liu’s seven tasks (2004) to assess the level of Theory of Mind and to verify the consequentiality hypothesis, and the second, formed by two tasks, that will assess the level of production of first- and second-person pronouns, focusing on the phenomena of PR. The objective of my potential experiment is to find a correlation between the two phenomena cited above; it can be a good starting point for further analyses on the direction of this theorized connection.
Najdeno v: osebi
Ključne besede: pronoun reversal, autism developmental disorders, theory of mind, echolalia, pronouns
Objavljeno: 22.09.2021; Ogledov: 216; Prenosov: 0
.pdf Polno besedilo (1,34 MB)

33.
L'uso dell'inglese L2 e la correzione degli errori in due lezioni alla scuola media
Greta Mazzaggio, 2012, diplomsko delo

Opis: In our globalized and multi-cultural society, communicating between different nationalities becomes more and more important. Language remains a paramount aspect of cultural dialogue and English as lingua franca is the undisputed medium of communication, taught everywhere at an early age. In Italy English is taught since elementary school, sometimes even in kindergarten, when children’s linguistic abilities are stronger; however, teachers usually fail to make the most out of such abilities, as their lessons are primarily in Italian and the use of English is limited to some words or expressions targeted by exercises. With such an input, the children’s progress is likely to be limited. My experiment attempts to assess the interaction student-teacher in terms of use of L2 in class by means of a comparative analysis of two middle-school lessons taught by the same teacher to different age groups. Moreover, teacher’s correction techniques will be assessed in the light of frameworks established by scholars in this field, where the positive value of errors in the development of children interlanguage emerges with clarity. Since feedback is an essential part of education, special attention was paid to the teacher’s behavior in dealing with student’s mistakes. Two entire lessons were recorded and transcribed, counting the numbers of words and turns uttered respectively by students and the teacher. When collected and analyzed, such data exhibited both similarities and differences between classes. On the teacher’s side, both lessons revealed that she adopts a rather conservative style of teaching, with limited interaction. As a result, the lessons are to be considered teacher-oriented, for the distribution of turns and the amount of words exchanged; conducted along the textbook’s lines, they offer very limited room for creative language production. Moreover, the teacher’s tendency to steadily correct the students, with the only exception of pronunciation errors, impairs student’s communicative fluency at large. However, a certain progress may be observed between the 1st and 3rd class in both the increased command of English and the number of errors, decreased by almost 50%. In both cases, though, the production of English sentences is creative only for a minimal part, as English is often read and lessons are mostly based on the correction of homework and written exercises. In conclusion, the experiment offers data that confirm several assumptions of contemporary linguistics, particularly in the field of Second Language Acquisition and Error Analysis.
Najdeno v: osebi
Ključne besede: Second Language Acquisition, Error Analysis, Italian, English as L2
Objavljeno: 22.09.2021; Ogledov: 175; Prenosov: 0
.pdf Polno besedilo (612,48 KB)

34.
The case of scalar implicature processing
Penka Stateva, Anne Cheylus, Jean-Baptiste van der Henst, Mélody Darblade, Chiara Caretta, Anne Colette Reboul, Greta Mazzaggio, 2019, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Implicatures like ‘Some politicians are smart’ (interpreted as ‘Some but not all politicians are smart’) are defined scalar implicatures. A heated linguistic debate has focused on how we derive those implicatures: some authors consider the computational process as linguistic in nature (Levinson, 2000), others as pragmatic in nature (Sperber & Wilson, 1995). A growing body of research, prompted by pioneering work by Bott and Noveck (2004), focused on the computational cost related with the computation of scalar implicatures. The present study addresses such topic through the use of different experimental techniques. With Experiment 1 (N = 57) we replicated the third experiment of Bott and Noveck (2004), the first study that identified a cost related to a pragmatic response. With Experiment 2 (N = 58), using a pseudo-word paradigm, we excluded the possibility that the computational cost is due to an experimental artifact, such as an increased difficulty in moving up in the conceptual hierarchy (e.g., ‘Some elephants are mammals’) than in moving down (e.g. ‘Some mammals are elephants’). In Experiment 3 (N = 54), with a Sentence Evaluation Task, we collected reading times, reaction times and eye gaze data. Results showed that the cost of the computation disappears when there is contextual support. Overall, our results seem to support the idea that scalar implicatures are not automatically computed with context playing an important role.
Najdeno v: osebi
Ključne besede: scalar implicatures, eye-tracking, experimental pragmatics, reaction times
Objavljeno: 22.09.2021; Ogledov: 161; Prenosov: 1
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35.
The production and comprehension of pronouns and verb inflections by Italian children with ASD
Aaron Shield, Greta Mazzaggio, 2021, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Pronoun difficulties have long been a key feature in defining autism spectrum disorder (ASD). Most studies to-date have been conducted in English. Italian is a language in which subject pronouns are optional but verbs obligatorily exhibit person-referencing morphology. This study is the first to investigate the pronominal abilities of Italian children with ASD. We tested 26 Italian children with ASD and 35 typically developing (TD) children, matched for syntactic abilities. Pronouns were elicited in focus position and in conjunction with a verb. Children’s theory of mind, nonverbal intelligence, lexical knowledge, and pronoun comprehension were also tested. TD children produced the correct forms of 1st-, 2nd- and 3rd person pronouns significantly more often than the children with ASD, who were more likely to produce their own name rather than a pronoun. Children with ASD omitted optional subject pronouns significantly less often than TD children. Our data suggest that Italian children with ASD are generally able to acquire and use pronominal forms, but struggle with understanding when and where to use them appropriately, pointing to underlying challenges with pragmatics.
Najdeno v: osebi
Ključne besede: pronouns, pronoun reversal, autism developmental disorders
Objavljeno: 22.09.2021; Ogledov: 171; Prenosov: 5
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36.
Autism and pronoun reversal
Greta Mazzaggio, 2015, prispevek na konferenci brez natisa

Najdeno v: osebi
Ključne besede: autism, theory of mind, pronouns
Objavljeno: 23.09.2021; Ogledov: 156; Prenosov: 0
.pdf Polno besedilo (278,15 KB)

37.
Indirect speech acts in high functioning autism
Greta Mazzaggio, Simona Di Paola, Eleonora Marocchini, Filippo Domaneschi, 2019, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Few works have addressed the processing of indirect requests in High-Functioning Autism (HFA), and results are conflicting. Some studies report HFA individuals’ difficulties in indirect requests comprehension; others suggest that it might be preserved in HFA. Furthermore, the role of Theory of Mind in understanding indirect requests is an open issue. The goal of this work is twofold: first, assessing whether comprehension of indirect requests for information is preserved in HFA; second, explor- ing whether mind-reading skills predict this ability. We tested a group of (n = 14; 9–12 years) HFA children and two groups of younger (n = 19; 5–6 years) and older (n = 28; 9–12 years) typically developing (TD) children in a semi-structured task involving direct, indirect and highly indirect requests for information. Results suggested that HFA can understand indirect and highly indirect requests, as well as TD children. Yet, while Theory of Mind skills seem to enhance older TD children under- standing, this is not the case for HFA children. Therefore, interestingly, they could rely on different interpretative strategies
Najdeno v: osebi
Ključne besede: indirect speech act, indirect requests, theory of mind, autism developmental disorders, experimental pragmatics
Objavljeno: 22.09.2021; Ogledov: 178; Prenosov: 5
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38.
Autism and pronoun reversal
Greta Mazzaggio, 2015, prispevek na konferenci brez natisa

Najdeno v: osebi
Ključne besede: autism, theory of mind, pronouns
Objavljeno: 23.09.2021; Ogledov: 171; Prenosov: 0
.pdf Polno besedilo (297,16 KB)

39.
Understanding indirect requests for information in high-functioning autism
Filippo Domaneschi, Simona Di Paola, Greta Mazzaggio, Eleonora Marocchini, 2021, izvirni znanstveni članek

Opis: Few works have addressed the processing of indirect requests in High-Functioning Autism (HFA), and results are conflicting. Some studies report HFA individuals’ difficulties in indirect requests comprehension; others suggest that it might be preserved in HFA. Furthermore, the role of Theory of Mind in understanding indirect requests is an open issue. The goal of this work is twofold: first, assessing whether comprehension of indirect requests for information is preserved in HFA; second, exploring whether mind-reading skills predict this ability. We tested a group of (n = 14; 9–12 years) HFA children and two groups of younger (n = 19; 5–6 years) and older (n = 28; 9–12 years) typically developing (TD) children in a semi-structured task involving direct, indirect and highly indirect requests for information. Results suggested that HFA can understand indirect and highly indirect requests, as well as TD children. Yet, while Theory of Mind skills seem to enhance older TD children understanding, this is not the case for HFA children. Therefore, interestingly, they could rely on different interpretative strategies.
Najdeno v: osebi
Ključne besede: autism, indirect requests, speech acts, pragamtics
Objavljeno: 22.09.2021; Ogledov: 160; Prenosov: 0
.pdf Polno besedilo (1011,92 KB)

40.
What a pro-drop language can tell us about pronouns' use in high-functioning ASD children
Greta Mazzaggio, Greta Mazzaggio, 2019, objavljeni povzetek znanstvenega prispevka na konferenci

Opis: Background. Traditionally, pragmatic abilities are thought to be impaired in ASD and this is attributed to an impairment of Theory of Mind (ToM). Yet, a clear characterization of pragmatic impairments in ASD and, particularly, in High Functioning Autism (HFA) is still lacking. Recently, the traditional view has been mitigated by the finding that some pragmatic phenomena (e.g., scalar implicatures) are partly preserved in HFA. What about Indirect Speech Acts? The picture is fragmented. On the one hand, some studies suggest that HFAs perform well on conventionalised indirect requests (Paul & Cohen, 1985); on the other, some studies report HFAs’ difficulties in explaining why indirect requests are used in a given context (MacKay & Shaw, 2005). However, following the traditional view, one would expect ASD population to experience difficulties with indirect speech acts. Beyond this, it is a shared idea that typical subjects show more difficulties with indirect speech acts than conventionalized indirect requests (Clark, 1979; Clark & Lucy, 1975) Kissine et al. (2015) tested indirect speech acts comprehension in HFAs and typically developing (TD) children. In a 3-pronged semi-structured task involving Mr. Potato Head, they found that HFAs performed better than TDs and concluded that indirect requests understanding may be preserved in HFA. However, this study compared TDs and HFAs at very different age ranges (TDs: 2;7-to-3;6 years; HFAs: 7-to-12 years) and only assumed a homogeneous development of ToM, given that no measure for children’s ToM skills and general cognitive functioning was collected. As such, it is unclear whether the HFAs’ better performance reflects age group-related differences rather than genuine speech acts comprehension in autism. Here, we further explore the hypothesis that indirect requests may be preserved/compromised in autism by comparing HFA and TD participants matched for age in a semi-structured task. We also assess children’s linguistic and ToM skills, to investigate whether such cognitive functions predict indirect requests comprehension. Methods. 43 Italian children were tested: 14 HFA children [MA = 10,6; SD = 1.17; 2f] and 26 age-matched TD children [MA = 11.03; SD = 0.61; 9f]. To test indirect speech acts understanding, we designed a task in which children were first presented with the drawing of a farm showing several animals and objects; then, while still looking at the drawing, they were asked some questions about the drawing (N. 24). The goal was to answer the questions in order to help the experimenter recreating the drawing. Questions were presented in 3 conditions: Direct (DIR: Is there a bunny in the farm?), Indirect (IND: I don’t remember if there is a bunny in the farm) and Highly Indirect (HIND: It is hard to remember whether there is a bunny in the farm). This generated 3 levels of the indirectness of the request (Direct, Indirect, Highly Indirect), which involved increasing processing efforts. Children’s accuracy to target questions was collected. After the indirect speech acts task, we administered the BVL test (morphosyntactic abilities) and 2 ToM tests (1st and 2nd order ToM). Results. Data were analysed with binomial logistic regression models. We analysed (i) whether children’s speech acts understanding varies depending on the indirectness of the request (i.e., DIR, IND, HIND) and on Group (i.e., TD vs. ASD); and (ii) whether this ability is predicted by their linguistic and ToM skills. Table 1 reports the accuracy rates in the speech act task as well as the BVL and ToM tests scores. (i) Accuracy in Speech Acts. Children’s accuracy significantly differed depending on condition only (Condition: p<.0001). Importantly, children performed significantly worse with indirect and highly indirect requests than with direct requests (DIR vs. IND: p< .005; DIR vs. HIND: p< .0001; IND vs. HIND: p=n.s.). (ii) Predictors. Both children’s linguistic and ToM skills significantly predicted their accuracy, as revealed by a significant positive correlation between accuracy in speech acts task and the scores in BVL (p<.05; β=4.78) and ToM tests (1st order ToM: p<.05; β=1.59; 2nd order ToM: p<.05; β=2.71). Interestingly, a significant negative correlation also emerged between (i) children’s BVL scores and their accuracy to HIND (p<.05; β=-0.16); and (ii) children’s scores in the 2nd order ToM test and their accuracy in both Indirect and HIND (Cond Indirect X 2nd order ToM: p<.05, β = -2.55; Cond HIND X 2nd order ToM: p<.05, β = - 3.04) (see Fig 1). Conclusion. These data support three main results. First, in line with previous studies on adults (Clark & Lucy, 1975; Coulson & Lovett, 2010), both TDs and HFAs exhibit more difficulties understanding indirect - and highly indirect - than direct requests (i.e., effect of condition). Second, both ToM and morphosyntactic abilities seem to predict the ability to understand speech acts: participants with better morphosyntactic and ToM skills also exhibited a better understanding of speech acts (i.e., positive correlations with the BVL and ToM test scores), thus suggesting that the better the linguistic and ToM abilities the better children’s understanding of speech acts. However, third, this general pattern seems to be influenced by the indirectness of the request. In fact, participants with better morphosyntactic and 1st order ToM abilities still performed lower with highly indirect requests than direct and indirect ones (i.e, negative correlations). Similarly, the better 2nd order ToM the better speech acts understanding, but still this was more the case with direct requests than indirect and highly indirect requests (i.e., negative correlations). Overall, this suggests that the cognitive functions under scrutiny likely enhance children’s speech acts understanding, but the level of indirectness of the request might involve these functions to different extents, at least in the age-range targeted here. To the best of our knowledge, though still preliminary, this is first evidence of the cognitive functions involved in indirect speech acts comprehension in typical and atypical development. It might be worth exploring further the possibility that ToM is more prominently involved than linguistic abilities. Finally, differently from Kissine et al. (2015), we observed no significant accuracy differences between TDs and HFAs. This result deserves further clarifications. However, two tentative interpretations can be outlined. First, contra Kissine et al. (2015), when matched for age, HFAs are not more facilitated in understanding indirect speech acts than TDs. Second, the sample of HFA participants is still too narrow to make any appreciable difference emerge. We are collecting more data to cast light on this.We tested 26 Italian children with ASD (mean age: 87.1 mo.) and a control group of 35 typically developing (TD) children (mean age: 65.5 mo.), matched for syntactic abilities using a standard Italian assessment, the BVL 4-12 (Marini, Marotta, Bulgheroni, & Fabbro, 2015). 1st-, 2nd-, and 3rd-person subject pronouns were elicited in focus position as well as in conjunction with a verb. Children’s theory of mind ability (Sullivan, Zaitchik, & Tager-Flusberg, 1994; Wellman & Liu, 2004), nonverbal intelligence (Raven’s Coloured Progressive Matrices; Belacchi, Scalisi, Cannoni, & Cornoldi, 2008), lexical knowledge (Marini et al., 2015), and comprehension of 1st- and 2nd-person pronouns were also tested. Pronoun comprehension was at ceiling in both groups (TD = 97.1%, ASD = 100%). However, the groups differed in their production of 1st-, 2nd- and 3rd person pronouns (Figure 1), with TD children producing the correct forms significantly more often than the children with ASD (1st- person: TD 92.9%; ASD 72.2%; U = 588.5; p = .006; 2nd-person: TD 97.1%; ASD 76%; U = 590.5; p = .003; 3rd-person: TD 100%; ASD 93.5%; U = 525; p = .02). When eliciting pronouns in isolation (focus position), children with ASD were more likely than TD children to produce their own name rather than a 1st-person pronoun (χ2 (1) = 5.34, p = .02). On the pronoun-verb elicitation task, children with ASD omitted optional subject pronouns significantly less often than TD children (null 1st-person: χ2 (1) = 7.58, p < .01; null 2nd-person: χ2 (1) = 8.43, p < .01). With regard to verb inflections, children with ASD produced a number of different verb forms (e.g., verbs in the infinitive, 1st-, 2nd-, and 3rd-person singular forms). Finally, a Pearson partial correlation analysis (controlling for age) revealed that for both groups, linguistic abilities were the best predictors of pronoun mastery (ASD: 1st-person pronoun and syntactic abilities, r = .390, p = .05; 2nd-person pronoun and lexicon abilities, r = .406, p = .04. TD: 1st-person pronoun and syntactic abilities, r = .446, p = .008). In line with at least three other studies on American and British children (Jordan, 1989; Lee, Hobson, & Chiat, 1994; Shield, Meier, & Tager-Flusberg, 2015), Italian children with ASD produced their own name rather than the 1st-person subject pronoun more often than TD children. However, children with ASD were more likely than TD children to produce subject pronouns in non-obligatory contexts, such as when the subject can be inferred from the verb. This pattern suggests that Italian children with ASD are generally able to acquire and use pronominal forms, but struggle with understanding when and where to use them appropriately, pointing to underlying challenges with pragmatics.
Najdeno v: osebi
Ključne besede: indirect speech acts, indirect requests, autism developmental disorders
Objavljeno: 22.09.2021; Ogledov: 165; Prenosov: 5
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