DogwoodTree
Still here...
This is, imo, a fascinating study on the verbal creativity of adults with ASD, especially as it compares to research on verbal abilities of ASD children...the results surprised the researchers.
Link:
http://journal.frontiersin.org/article/10.3389/fnhum.2014.00615/full
Quote from article:
Discussion
The present study examined metaphor processing in adults with ASD, differentiating between conventional and novel metaphors on tests of comprehension and generation. Our results show that adults with ASD demonstrate no difficulties in comprehension of conventional and novel metaphors. Furthermore, adults with ASD outperformed age-matched TD peers in metaphor generation. An inspection of the type of metaphors generated indicated that the ASD group produced more original and creative metaphors than did the TD group.
Whereas previous studies highlighted difficulties with metaphoric language comprehension in ASD (e.g., Happé, 1993, 1995; Ozonoff and Miller, 1996; Rundblad and Annaz, 2010; Kaland et al., 2011;Mashal and Kasirer, 2011), the current research shows similar comprehension of metaphors among ASD and age-matched TD peers. One of the differences between our study and earlier studies might be that we examined adults, unlike previous studies that focused primarily on children and adolescents. It is possible that the accumulated verbal knowledge that comes with age leads to greater familiarity with conventional metaphors within the ASD group. Indeed, previous studies have emphasized the contribution of vocabulary to the comprehension of metaphors (Evans and Gamble, 1988; Nippold, 1998; Chiappe and Chiappe, 2007; Silvia and Beaty, 2013). Consistent with this observation, we found that higher vocabulary scores were correlated with better comprehension of conventional metaphors (but not with comprehension of novel metaphors). The fact that we found equivalent comprehension across groups might also be related to the task that we used. It is possible that presenting metaphors in a multiple-choice questionnaire facilitated comprehension and was easier than were previously used tasks, such as asking comprehension questions about metaphoric stories (Rundblad and Annaz, 2010), requiring sentence completion (Norbury, 2005), or having participants perform a semantic judgment task (Hermann et al., 2013).
As expected, and in line with previous studies (Mashal and Kasirer, 2011; Melogno et al., 2012;Hermann et al., 2013), no difference was found between participants with ASD and TD age-matched peers in comprehension of novel metaphors. Novel metaphor interpretation is not coded in the mental lexicon and hence is not dependent on previous knowledge. Indeed, unlike the correlation between vocabulary and comprehension of conventional metaphors, no association was found between vocabulary and comprehension of novel metaphors. The ability to understand novel semantic connections between seemingly unrelated concepts appears to be intact in ASD, probably because it does not rely on activation of lexicalized expressions. Consistent with this finding,Melogno et al. (2012) emphasized that individuals with ASD can explain novel metaphoric phrases in unique ways that rely on phonological or semantic association. Thus, comprehension of novel metaphor is intact in ASD because it relies on good associative abilities rather than on lexicalized verbal knowledge.
Another finding of the current study is that contrary to our hypothesis, participants with ASD generated more metaphors than did age-matched peers. We were specifically interested in testing whether adults with ASD relied on previous knowledge, and were thus using familiar metaphors or idioms, or alternatively, whether they generated their own novel and original metaphors. We found that adults with ASD demonstrated greater verbal creativity than did TD individuals. Examples of creative sentence completions included phrases such as “Feeling successful is like seeing the view from the mountaintop” and “Feeling worthless is like offering a salad to South Americans.” These examples contrasted with more conventional figurative expressions provided by TD adults, such as “Feeling sad is to get the blues.” Our results suggest that adults with ASD can create unique verbal associations that are not restricted to previous knowledge, thus pointing to unique verbal creativity in ASD. It has been reported that one in ten people with autism shows some savant skills in such categories as music, art, calendar calculations, or mathematics (Treffert, 2009). Yet, most studies have indicated impoverished creativity in autism. For example, in standardized tests such as the Torrance Creativity Test (Torrance, 1974), people with ASD demonstrate difficulties in cognitive flexibility and imaginative fluency, as well as lack of imagination and originality compared to TD participants (Craig and Baron-Cohen, 1999).
Why, then, do adults with ASD demonstrate greater creativity in metaphor generation when previous studies found that they were lacking in imagination?
(cont. below)
Link:
http://journal.frontiersin.org/article/10.3389/fnhum.2014.00615/full
Quote from article:
Discussion
The present study examined metaphor processing in adults with ASD, differentiating between conventional and novel metaphors on tests of comprehension and generation. Our results show that adults with ASD demonstrate no difficulties in comprehension of conventional and novel metaphors. Furthermore, adults with ASD outperformed age-matched TD peers in metaphor generation. An inspection of the type of metaphors generated indicated that the ASD group produced more original and creative metaphors than did the TD group.
Whereas previous studies highlighted difficulties with metaphoric language comprehension in ASD (e.g., Happé, 1993, 1995; Ozonoff and Miller, 1996; Rundblad and Annaz, 2010; Kaland et al., 2011;Mashal and Kasirer, 2011), the current research shows similar comprehension of metaphors among ASD and age-matched TD peers. One of the differences between our study and earlier studies might be that we examined adults, unlike previous studies that focused primarily on children and adolescents. It is possible that the accumulated verbal knowledge that comes with age leads to greater familiarity with conventional metaphors within the ASD group. Indeed, previous studies have emphasized the contribution of vocabulary to the comprehension of metaphors (Evans and Gamble, 1988; Nippold, 1998; Chiappe and Chiappe, 2007; Silvia and Beaty, 2013). Consistent with this observation, we found that higher vocabulary scores were correlated with better comprehension of conventional metaphors (but not with comprehension of novel metaphors). The fact that we found equivalent comprehension across groups might also be related to the task that we used. It is possible that presenting metaphors in a multiple-choice questionnaire facilitated comprehension and was easier than were previously used tasks, such as asking comprehension questions about metaphoric stories (Rundblad and Annaz, 2010), requiring sentence completion (Norbury, 2005), or having participants perform a semantic judgment task (Hermann et al., 2013).
As expected, and in line with previous studies (Mashal and Kasirer, 2011; Melogno et al., 2012;Hermann et al., 2013), no difference was found between participants with ASD and TD age-matched peers in comprehension of novel metaphors. Novel metaphor interpretation is not coded in the mental lexicon and hence is not dependent on previous knowledge. Indeed, unlike the correlation between vocabulary and comprehension of conventional metaphors, no association was found between vocabulary and comprehension of novel metaphors. The ability to understand novel semantic connections between seemingly unrelated concepts appears to be intact in ASD, probably because it does not rely on activation of lexicalized expressions. Consistent with this finding,Melogno et al. (2012) emphasized that individuals with ASD can explain novel metaphoric phrases in unique ways that rely on phonological or semantic association. Thus, comprehension of novel metaphor is intact in ASD because it relies on good associative abilities rather than on lexicalized verbal knowledge.
Another finding of the current study is that contrary to our hypothesis, participants with ASD generated more metaphors than did age-matched peers. We were specifically interested in testing whether adults with ASD relied on previous knowledge, and were thus using familiar metaphors or idioms, or alternatively, whether they generated their own novel and original metaphors. We found that adults with ASD demonstrated greater verbal creativity than did TD individuals. Examples of creative sentence completions included phrases such as “Feeling successful is like seeing the view from the mountaintop” and “Feeling worthless is like offering a salad to South Americans.” These examples contrasted with more conventional figurative expressions provided by TD adults, such as “Feeling sad is to get the blues.” Our results suggest that adults with ASD can create unique verbal associations that are not restricted to previous knowledge, thus pointing to unique verbal creativity in ASD. It has been reported that one in ten people with autism shows some savant skills in such categories as music, art, calendar calculations, or mathematics (Treffert, 2009). Yet, most studies have indicated impoverished creativity in autism. For example, in standardized tests such as the Torrance Creativity Test (Torrance, 1974), people with ASD demonstrate difficulties in cognitive flexibility and imaginative fluency, as well as lack of imagination and originality compared to TD participants (Craig and Baron-Cohen, 1999).
Why, then, do adults with ASD demonstrate greater creativity in metaphor generation when previous studies found that they were lacking in imagination?
(cont. below)