By Lucy Cao, VI Form
Probing the Semantic Representations of Emotional and Social Concepts in Autism
Autism Spectrum Disorders (ASD) are a set of neurodevelopmental disorders as shown through difficulties in social interaction and communication as well as repetitive behaviors. Symptoms of ASD manifest at an early age and become most prominent between the ages two to three years old. One major area of defect common among ASD individuals is language and communication, especially the ability to comprehend language and make inferences based on social and emotional context. Recent linguistics studies have shown that there is an association between the ability of individuals with autism to attribute mental states (to themselves and others) and verbal skills. It is found that high-functioning ASD individuals have a less coherent representation of emotional experiences and tend to avoid using emotional terminology. The goal of this study was to examine the relationship between social competence and semantic representation of social and emotional concepts. Knowing that lexical co-occurrences are useful measurements of semantic knowledge, participants of this study were asked to rate pairs of verbs in terms of similarity on a scale from 1 to 5, 1 being very similar and 5 being very dissimilar. Data collected from the typically developing (TD) participants indicates that there is a correlation between social competence and accuracy of similarity ratings of verbs containing social and emotional content. The less socially competent, the less accurate the ratings are. Moreover, such a correlation is not present in verbs of no social or emotional content. However, the investigator failed to identify a significant difference in the ASD population’s perception of emotional and social verbs and the control participants’ perception of these verbs due to reasons of methodology.
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Lucy Cao is a VI Former from Shanghai, China. She loves art, music, and philosophy and enjoys traveling with her family.