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Orozco-Henao E., Bernardo-Zuluaga J., & Zuluaga-Arroyave V. (2021). Correlación entre cognición social y lenguaje en el trastorno del espectro autista . Búsqueda, 8(2), e546. https://doi.org/10.21892/01239813.546
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Objetivo. Esta investigación tuvo como objetivo determinar la relación entre cognición social y lenguaje, en una muestra de menores con diagnóstico de Trastorno del Espectro Autista del Instituto DINA (Desarrollo Integral del Niño con Autismo) y un grupo control de la ciudad de Manizales. Método. Esta investigación es de tipo cuantitativo, con un diseño cuasiexperimental y un alcance de tipo correlacional. El tipo de muestra es no probabilística por conveniencia de 78 participantes: 39 niños, con diagnóstico de Trastorno del Espectro Autista en Grado uno y 39 niños de grupo control, en edades comprendidas entre los 6 a 16 años. Resultado. Existen correlaciones estadísticamente significativas entre las pruebas. Sin embargo, el coeficiente de correlación en todas ellas se encuentra en un nivel bajo (C.C<0,3) o moderado (0,3<C.C.<0,7). Conclusión. A pesar de que en el análisis de las pruebas el índice de correlación no es significativo, se hace necesario seguir en esta línea de investigación, puesto que en la realidad de los niños se hace evidente cómo el lenguaje juega un papel en la cognición social, razón por la cual, se deben tomar en cuenta la elección de las pruebas y otras variables intervinientes.
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American Psychiatric Association. (2014). Guía de consulta de los criterios diagnósticos del DSM- 5. Washington D.C.: autor.
Artigas, J. (2000). Aspectos neurocognitivos del síndrome de Asperger. Revista de Neurología Clínica, 1, 34-44.
Astington, J.W. y Jenkins, J.M. (1999). A Longitudinal Study of the Rela- tion Between Language and Theory-of-Mind Development. Develop- mental Psychology, 53(5), 1.311-1.320.
Baron-Cohen, S., Leslie, A. & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition 21, 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997c). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger Syndrome. Journal of Child Psychology and Psychiatry, 38, pp. 813-822.
Baron-Cohen, S., O’Riordan, M., Jones, R., Stone, V.E. & Plaisted, K. (1999). A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 407-418.https://doi.org/10.1023/A:1023035012436
Baron-Cohen S, O´Riordan M, Stone V, Jones R, Plaisted K. (1999). Test Metidas De Pata. Un nuevo test de sensibilidad social: detección de metidas de pata en niños normales y niños con Síndrome de Asperger. Departamento de Psicología y Psiquiatría Experimental. Universidad de Cambridge. Downing St. Cambridge CB2 3EB, UK. Traducción: N. Grañana, C.Serrano, R. Allegri, Laboratorio de Memoria. Hospital A Zubizarreta.
Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999b). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29, pp. 407- 418.
Baron-Cohen, S. (2001). Theory of mind autism: A review. International Review of Research in Mental Retardation: Autism, 23, 169 – 184.
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y. & Plumb, I. (2001). The “Reading the Mind in the eyes’ ‘ Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High-functioning Autism. J. Child Psychology, Psychiatric. 42,(2), 241-251.
Baron-Cohen S. (2012). Autism and the technical mind: children of scientists and engineers may inherit genes that not only confer intellectual talents but also predispose them to autism. Sci Am. 307: 72-5
Bishop, D.V.M. (2000). Pragmatic Language Impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? En: D.V.M. Bishop y L. Leonard (eds.). Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, Psychology Press.
Bishop, D.V.M. y Norbury, C.F. (2002). Exploring the borderlands of autistic disorder and specific language impairment: a study using standardised diagnostic instruments. Journal of Child Psychology and Psychiatry and allied disciplines, 43(7), 917- 929.
Bölte, S., Dziobek, I. & Poustka, F. (2009). Brief re- port: The level and nature of autistic intelligence revisited. Journal of Autism and Developmental Disorders, 39(4), 678-682.
Cassany, D. Luna y Sanz (1994). Enseñar lengua. Barcelona: Graó.
CDC (2020). Prevalencia del Autismo levemente más alta según informe de la Red ADDM de los CDC. Centros para el Control y la Prevención de Enfermedades.
Cutting, A.L. y Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: individual differences and interrela- tions. Child Development, 70(4), 853-865.
Farrar, M.J., & Maag, L. (2002). Early language development and the emergence of phonemic awareness. First Language, 22, pp. 197–213.
Green, M. y Horan, W. (2010). Social cognition in schizophrenia. Current Directions in Psychological Science, 19(4), 243-248.
Green, M. F. y Leitman, D. I. (2008). Social cognition in schizophrenia. Schizophrenia Bulletin, 34(3), 670-672.
Hale, C. & Tager-Flusberg, H. (2005). Social communication in children with autism: The relationship between theory of mind and discourse development. Autismo. 9 (2): 157-78.
Hamilton, K., Hoogenhout, M. & Malcolm-Smith, S. (2016). Neurocognitive considerations when assessing Theory of Mind in Autism Spectrum Disorder. Journal and Adolescent Mental Health, 28(3), pp. 233-241. http://dx.doi.org/10.2989/17280583.2016.1268141
Happé, F. (1994). An advanced test of theory of mind: understanding of story characters thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, pp. 129-154.
Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, pp. 843–855. http://dx.doi.org/10.2307/1131954.
Happé, F., & Frith, U. (1996). The neuropsychology of autism. Brain, 119(4), pp. 1377–1400. http://dx.doi. org/10.1093/brain/119.4.1377.
Happé F., Winner, E., & Brownell, H. (1998). Acquired “Theory of mind” impairments following stroke. Cognition, 70(3), pp. 211-240.
Happé, F., & Vital, P. (2009). What aspects of autism predispose to talent? Philosophical Transactions of the Royal Society B, 364, 1369–1375. (doi:10.1098/rstb.2008.0332).
Happè, F., & Frith, U. (2014). Annual Research Review: Towards a developmental neuroscience of atypical social cognition. Journal of Child Psychology and Psychiatry, 3(6), pp. 553–577.
Harris, P.L., de Rosnay, M. y Pons, F. (2005). Language and Children’s Understanding of Mental States. Current directions in psychological science, 14 (2), 69-73.
Harris, P., Johnson, C.N., Hutton, D., Andrews, G. y Cooke, T. (1989). Young children’s theory of mind and emotion. Cognition and Emotion, 3, 379-400.
Im-Bolter N, Johnson J, Pascual-Leone J. Processing limitations in children with specific language impairment: the role of executive function. Child Dev. 2006 Nov-Dec;77(6):1822-41. doi: 10.1111/j.1467-8624.2006.00976.x. PMID: 17107463.
Lind, S.E., & Bowler, D.M. (2009). Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance. Journal of Autism and Developmental Disorders, 39(6), pp. 929–937. http://dx.doi.org/10.1007/s10803-009-0702-y.
Johnston, J.R., Miller, J. y Tallal, P. (2001). Use of cognitive state predicates by language-impaired children. International Journal of Language and Communication Disorders 36, 349-370.
Jolliffe, T., & Baron-Cohen, S. (1999b). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71(2), pp. 149–185.
Matute, E., Rosselli, M., Ardila, A., y Ostrosky , F. (2007). Evaluación Neuropsicológica Infantil. Manual Moderno.
Martín-Borreguero, P. (2005). Perfil lingüístico del individuo con síndrome de Asperger: Implicaciones para la investigación y la práctica. Revista de Neurología, 41, 115-122.
Milligan, K., Astington, J.W., & Dack, L.A. (2007). Language and theory of mind: Meta- analysis of the relation between language ability and false belief understanding. Child Development, 78(2), pp. 622-646. http://dx.doi. org/10.1111/j.1467-8624.2007.01018.x
Montgomery, C.B. (2016). Do adults with high functioning autism or Asperger syndrome differ in empathy and emotion recognition? Journal of Autism Developmental Disorders, 46, p.1-10,
Norbury, C.F., & Bishop, D.V. (2002). Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high functioning autism. International Journal of Language and Communication Disorders, 37(3), pp. 227–251.
Ozonoff, S. (2000). Componentes de la función ejecutiva en el Autismo y otros trastornos. En J. Russell (ed.), el Autismo como un trastorno de la función ejecutiva. Panamericana.
Pineda-alhucema, W., Rubio, R., Atistizábal, E. T., & Ossa, J. (2019). Adaptación al español de cuatro instrumentos para evaluar la teoría de la mente en niños y adolescentes Spanish adaptation of four instruments to asses Theory of Mind in Children and adolescents.
Rosselli, M., Matute, E., Ardila, A. (2004). Características neuropsicológicas y aprendizaje de la lectura en niños hispanohablantes. Aprendizaje de la lectura. Bases biológicas y estimulación ambiental. Editorial CUCSH – U de G. 29 – 53.
Rosello, B., Berenguer, C., Baixauli, I., García, R. & Miranda, A. (2020). Theory of Mind Profiles in Children With Autism Spectrum Disorder: Adaptive/Social Skills and Pragmatic Competence. Front. Psychol. 17
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C. y Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18, 139-158.
Samuel, S., Durdevic, K., Legg, E., Lurz, R. & Clayton, N. (2019). Is language required to represent others’ mental states? Evidence from beliefs and other Representations. Cognitive Science, 43, 1-8. http://dx.doi.org/10.1111/cogs.12710
Simarro, L. (2013). Calidad de vida y educación en personas con Autismo. Madrid: Síntesis.
Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23(1), 117–141. http://dx.doi.org/10.1348/026151004X21332.
Thirion-Marissiaux, A.F., & Nader-Grosbois, N. (2008). Theory of mind “beliefs”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities. Research in Developmental Disabilities, 29(6), pp. 547–566. http://dx.doi.org/10.1016/j.ridd.2007.09.004
Takayanagi, M., Kawasaki, Y., Shinomiya, M., Hiroshi, H., Okada, S., Ino, T., Sakai, K., Murakami, K., Ishida, R., Mizuno, K., & Niwa, S. I. (2021). Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children. In Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-04932-x
Wechsler, D. (2005). Escala de inteligencia de Wechsler para niños-IV.: TEA.
Volkmar F., Mc Partland D. & Reichov B. (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criteria for autism spectrum disorder. Journal of Academy Child and Adolescent Psychiatry, 51, 368-83
Zuluaga Valencia, J. B., Marín Correa, L. Y., & Becerra Espinosa, A. M. (2018). Teoría de la mente y empatía en niños y niñas con diagnóstico de Síndrome de Asperger. Psicogente, 21(39). https://doi.org/http://dx.doi.org/10.17081/psico.21.39.2824
Artigas, J. (2000). Aspectos neurocognitivos del síndrome de Asperger. Revista de Neurología Clínica, 1, 34-44.
Astington, J.W. y Jenkins, J.M. (1999). A Longitudinal Study of the Rela- tion Between Language and Theory-of-Mind Development. Develop- mental Psychology, 53(5), 1.311-1.320.
Baron-Cohen, S., Leslie, A. & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition 21, 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997c). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger Syndrome. Journal of Child Psychology and Psychiatry, 38, pp. 813-822.
Baron-Cohen, S., O’Riordan, M., Jones, R., Stone, V.E. & Plaisted, K. (1999). A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 407-418.https://doi.org/10.1023/A:1023035012436
Baron-Cohen S, O´Riordan M, Stone V, Jones R, Plaisted K. (1999). Test Metidas De Pata. Un nuevo test de sensibilidad social: detección de metidas de pata en niños normales y niños con Síndrome de Asperger. Departamento de Psicología y Psiquiatría Experimental. Universidad de Cambridge. Downing St. Cambridge CB2 3EB, UK. Traducción: N. Grañana, C.Serrano, R. Allegri, Laboratorio de Memoria. Hospital A Zubizarreta.
Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999b). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29, pp. 407- 418.
Baron-Cohen, S. (2001). Theory of mind autism: A review. International Review of Research in Mental Retardation: Autism, 23, 169 – 184.
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y. & Plumb, I. (2001). The “Reading the Mind in the eyes’ ‘ Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High-functioning Autism. J. Child Psychology, Psychiatric. 42,(2), 241-251.
Baron-Cohen S. (2012). Autism and the technical mind: children of scientists and engineers may inherit genes that not only confer intellectual talents but also predispose them to autism. Sci Am. 307: 72-5
Bishop, D.V.M. (2000). Pragmatic Language Impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? En: D.V.M. Bishop y L. Leonard (eds.). Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, Psychology Press.
Bishop, D.V.M. y Norbury, C.F. (2002). Exploring the borderlands of autistic disorder and specific language impairment: a study using standardised diagnostic instruments. Journal of Child Psychology and Psychiatry and allied disciplines, 43(7), 917- 929.
Bölte, S., Dziobek, I. & Poustka, F. (2009). Brief re- port: The level and nature of autistic intelligence revisited. Journal of Autism and Developmental Disorders, 39(4), 678-682.
Cassany, D. Luna y Sanz (1994). Enseñar lengua. Barcelona: Graó.
CDC (2020). Prevalencia del Autismo levemente más alta según informe de la Red ADDM de los CDC. Centros para el Control y la Prevención de Enfermedades.
Cutting, A.L. y Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: individual differences and interrela- tions. Child Development, 70(4), 853-865.
Farrar, M.J., & Maag, L. (2002). Early language development and the emergence of phonemic awareness. First Language, 22, pp. 197–213.
Green, M. y Horan, W. (2010). Social cognition in schizophrenia. Current Directions in Psychological Science, 19(4), 243-248.
Green, M. F. y Leitman, D. I. (2008). Social cognition in schizophrenia. Schizophrenia Bulletin, 34(3), 670-672.
Hale, C. & Tager-Flusberg, H. (2005). Social communication in children with autism: The relationship between theory of mind and discourse development. Autismo. 9 (2): 157-78.
Hamilton, K., Hoogenhout, M. & Malcolm-Smith, S. (2016). Neurocognitive considerations when assessing Theory of Mind in Autism Spectrum Disorder. Journal and Adolescent Mental Health, 28(3), pp. 233-241. http://dx.doi.org/10.2989/17280583.2016.1268141
Happé, F. (1994). An advanced test of theory of mind: understanding of story characters thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, pp. 129-154.
Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, pp. 843–855. http://dx.doi.org/10.2307/1131954.
Happé, F., & Frith, U. (1996). The neuropsychology of autism. Brain, 119(4), pp. 1377–1400. http://dx.doi. org/10.1093/brain/119.4.1377.
Happé F., Winner, E., & Brownell, H. (1998). Acquired “Theory of mind” impairments following stroke. Cognition, 70(3), pp. 211-240.
Happé, F., & Vital, P. (2009). What aspects of autism predispose to talent? Philosophical Transactions of the Royal Society B, 364, 1369–1375. (doi:10.1098/rstb.2008.0332).
Happè, F., & Frith, U. (2014). Annual Research Review: Towards a developmental neuroscience of atypical social cognition. Journal of Child Psychology and Psychiatry, 3(6), pp. 553–577.
Harris, P.L., de Rosnay, M. y Pons, F. (2005). Language and Children’s Understanding of Mental States. Current directions in psychological science, 14 (2), 69-73.
Harris, P., Johnson, C.N., Hutton, D., Andrews, G. y Cooke, T. (1989). Young children’s theory of mind and emotion. Cognition and Emotion, 3, 379-400.
Im-Bolter N, Johnson J, Pascual-Leone J. Processing limitations in children with specific language impairment: the role of executive function. Child Dev. 2006 Nov-Dec;77(6):1822-41. doi: 10.1111/j.1467-8624.2006.00976.x. PMID: 17107463.
Lind, S.E., & Bowler, D.M. (2009). Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance. Journal of Autism and Developmental Disorders, 39(6), pp. 929–937. http://dx.doi.org/10.1007/s10803-009-0702-y.
Johnston, J.R., Miller, J. y Tallal, P. (2001). Use of cognitive state predicates by language-impaired children. International Journal of Language and Communication Disorders 36, 349-370.
Jolliffe, T., & Baron-Cohen, S. (1999b). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71(2), pp. 149–185.
Matute, E., Rosselli, M., Ardila, A., y Ostrosky , F. (2007). Evaluación Neuropsicológica Infantil. Manual Moderno.
Martín-Borreguero, P. (2005). Perfil lingüístico del individuo con síndrome de Asperger: Implicaciones para la investigación y la práctica. Revista de Neurología, 41, 115-122.
Milligan, K., Astington, J.W., & Dack, L.A. (2007). Language and theory of mind: Meta- analysis of the relation between language ability and false belief understanding. Child Development, 78(2), pp. 622-646. http://dx.doi. org/10.1111/j.1467-8624.2007.01018.x
Montgomery, C.B. (2016). Do adults with high functioning autism or Asperger syndrome differ in empathy and emotion recognition? Journal of Autism Developmental Disorders, 46, p.1-10,
Norbury, C.F., & Bishop, D.V. (2002). Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high functioning autism. International Journal of Language and Communication Disorders, 37(3), pp. 227–251.
Ozonoff, S. (2000). Componentes de la función ejecutiva en el Autismo y otros trastornos. En J. Russell (ed.), el Autismo como un trastorno de la función ejecutiva. Panamericana.
Pineda-alhucema, W., Rubio, R., Atistizábal, E. T., & Ossa, J. (2019). Adaptación al español de cuatro instrumentos para evaluar la teoría de la mente en niños y adolescentes Spanish adaptation of four instruments to asses Theory of Mind in Children and adolescents.
Rosselli, M., Matute, E., Ardila, A. (2004). Características neuropsicológicas y aprendizaje de la lectura en niños hispanohablantes. Aprendizaje de la lectura. Bases biológicas y estimulación ambiental. Editorial CUCSH – U de G. 29 – 53.
Rosello, B., Berenguer, C., Baixauli, I., García, R. & Miranda, A. (2020). Theory of Mind Profiles in Children With Autism Spectrum Disorder: Adaptive/Social Skills and Pragmatic Competence. Front. Psychol. 17
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C. y Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18, 139-158.
Samuel, S., Durdevic, K., Legg, E., Lurz, R. & Clayton, N. (2019). Is language required to represent others’ mental states? Evidence from beliefs and other Representations. Cognitive Science, 43, 1-8. http://dx.doi.org/10.1111/cogs.12710
Simarro, L. (2013). Calidad de vida y educación en personas con Autismo. Madrid: Síntesis.
Slade, L., & Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23(1), 117–141. http://dx.doi.org/10.1348/026151004X21332.
Thirion-Marissiaux, A.F., & Nader-Grosbois, N. (2008). Theory of mind “beliefs”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities. Research in Developmental Disabilities, 29(6), pp. 547–566. http://dx.doi.org/10.1016/j.ridd.2007.09.004
Takayanagi, M., Kawasaki, Y., Shinomiya, M., Hiroshi, H., Okada, S., Ino, T., Sakai, K., Murakami, K., Ishida, R., Mizuno, K., & Niwa, S. I. (2021). Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children. In Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-04932-x
Wechsler, D. (2005). Escala de inteligencia de Wechsler para niños-IV.: TEA.
Volkmar F., Mc Partland D. & Reichov B. (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criteria for autism spectrum disorder. Journal of Academy Child and Adolescent Psychiatry, 51, 368-83
Zuluaga Valencia, J. B., Marín Correa, L. Y., & Becerra Espinosa, A. M. (2018). Teoría de la mente y empatía en niños y niñas con diagnóstico de Síndrome de Asperger. Psicogente, 21(39). https://doi.org/http://dx.doi.org/10.17081/psico.21.39.2824
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