El lenguaje no literal en niños con TEAlos efectos de la frecuencia y de la Teoría de la Mente en las metáforas y las ICG

  1. Juan Carlos Tordera Yllescas 1
  2. Francisco González Sala 1
  3. Gema Pastor Cerezuela 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista signos: estudios de lingüística

ISSN: 0035-0451,  0718-0934

Año de publicación: 2024

Número: 114

Páginas: 168-194

Tipo: Artículo

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Otras publicaciones en: Revista signos: estudios de lingüística

Resumen

En la investigación sobre el Trastorno de Espectro Autista (TEA), se han realizado numerosos trabajos sobre la comprensión de la metáfora y, como mínimo desde hace una década, sobre la comprensión de las implicaturas escalares. El objetivo de este trabajo consiste en analizar la relación entre la comprensión de las metáforas, tanto originales como convencionalizadas, y la comprensión de las implicaturas conversacionales generalizadas (ICG, tipo I, Q y M) en tres grupos de niños (uno con trastorno de espectro autista (TEA) y dos con desarrollo normotípico, pero de distinta edad cronológica), con la finalidad de observar en qué casos se pueden establecer correlaciones entre los distintos significados implícitos. Para ello, se les pasó a los tres grupos de niños pruebas que evaluaban la comprensión metafórica y los tipos de ICG. A partir de los datos registrados, se establecieron correlaciones entre los significados implícitos. A través de esta comparación, hemos podido inferir que el grado de convencionalización está fuertemente ligado a su comprensión, como ponen de manifiesto los resultados obtenidos con los niños con TEA. Además, dicha comparación también nos permite hipotetizar cuándo pueden intervenir habilidades y conocimientos más allá de los propiamente lingüísticos.

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