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Orozco-Henao E., Bernardo-Zuluaga J., & Zuluaga-Arroyave V. (2021). Correlation between social cognition and language in autism spectrum disorder . Búsqueda, 8(2), e546. https://doi.org/10.21892/01239813.546
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Abstract
Objective. This research aimed to determine the relationship between social cognition and language, in a sample of minors diagnosed with Autism Spectrum Disorder from the DINA Institute (Integral Development of Children with Autism) and a control group from the city of Manizales. Method. This research is quantitative, with a quasi-experimental design and a correlational scope. The type of sample is non-probabilistic for the convenience of 78 participants: 39 children, diagnosed with Autism Spectrum Disorder in grade one and 39 children from the control group, aged between 6 and 16 years. Result. There are statistically significant correlations between the tests. However, the correlation coefficient in all of them is at a low level (C.C<0.3) or moderate (0.3<C.C.<0.7). Conclusion. Although in the analysis of the tests the correlation index is not significant, it is necessary to continue in this line of research, since in the reality of children it is evident how language plays a role in cognition. social, which is why the choice of tests and other intervening variables must be considered.
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References
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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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