مقایسه درک استعاره‌های شنیداری و دیداری بدنمند در کودکان مبتلا به اوتیسم خفیف و کودکان عادی

• رافعی، ط. (1385)، اوتیسم، ارزیابی و درمان. تهران: دانژه.
• Adachi, T., Koeda, T., Hirabayashi, S., Maeoka, Y., Shiota, M., Wright, E. C., & Wada, A. (2004). The metaphor and sarcasm scenario test: A new instrument to help differentiate high functioning pervasive developmental disorder from attention deficit/hyperactivity disorder. Brain and Development, 26(5): 301-306.
• Baixauli-Fortea, I., Miranda Casas, A., Berenguer-Forner, C., Colomer-Diago, C., & Roselló-Miranda, B. (2019). Competencia pragmática de niños con trastorno del espectro autista. Impacto de la teoría de la mente, la memoria de trabajo verbal, los síntomas del TDAH y el lenguaje estructural. Neuropsicología aplicada: niño, 8(2): 101-112.
• Bialeka-Pikul, M. (2003). Metaphors in preschool child thinking about the mind. Journal Psychology of Language and Communication, 7(2): 37-47.
• Cacciari, C. (2014). The Place of Idioms in a Literal and Metaphorical World. C. Cacciari and P. Tabossi. Idioms Processing, Structure, and Interpretation, 27-57.
• Chahboun, S., Vulchanov, V., Saldaña, D., Eshuis, H., & Vulchanova, M. (2016). Can you play with fire and not hurt yourself? A comparative study in figurative language comprehension between individuals with and without autism spectrum disorder. PloS one, 11(12): e0168571.
• Chahboun, S., Vulchanov, V., Saldaña, D., Eshuis, H., & Vulchanova, M. (2017). Can you tell it by the prime? A study of metaphorical priming in high‐functioning autism in comparison with matched controls. International journal of language & communication disorders. 52(6): 766-785.
• Chiappe DL, Chiappe P. (2007). The role of working memory in metaphor production and comprehension. J Mem Lang, 56:172–88.
• De Villiers, P. A., de Villiers, J. G., Diaz, S., Cheung, C., Alig, R., & Raditz, V. (2011). Non-literal language and theory of mind in autism spectrum disorders. In Poster presented at the American Speech-Language-Hearing Association Convention, San Diego, CA.
• Frith U. 1989. Autism: explaining the enigma. Oxford: Basil Blackwell.
• Gernsbacher M. A. & Pripas-Kapit S. R. (2012). Who’s missing the point? A commentary on claims that autistic persons have a specific deficit in figurative language comprehension. Metaphor and Symbol, 27(1): 93-105.
• Gidley Larson J. C., Bastian A. J., Donchin O., Shadmehr R., Mostofsky S. H. (2008). Acquisition of internal models of motor tasks in children with autism. Brain.; 131(Pt 11), 2894 290310.1093/brain/awn226 [PMC free article] [PubMed]
• Gowen E., Hamilton A. (2013). Motor abilities in autism: a review using a computational context. J. Autism Dev. Disord, 43: 323–344 10.1007/s10803-012-1574-0.
• Grandin T. (1995). Thinking in pictures: and other reports from my life with autism. New York: Doubleday.
• Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1): 5-25.
• Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8 (1).
• Huang, S. F., Oi, M., & Taguchi, A. (2015). Comprehension of figurative language in Taiwanese children with autism: The role of theory of mind and receptive vocabulary. Clinical linguistics & phonetics, 29(8-10): 764-775.
• Johnson, D. C., and Wade, M. G., 2009. Children at risk for developmental coordination disorder: judgement of changes in action capabilities. [Research Support, N.I.H., Extramural]. Dev. Med. Child Neurol.Vol. 51, no. 5, pp. 397–403.
• Kalandadze, T., Norbury, C., Nærland, T., & Næss, K. A. B. (2018). Figurative langua
comprehension in individuals with autism spectrum disorder: a meta-analytic review. Autism, 22: 99-117.
• Kail RV, Siegel. The development of mnemonic encoding in children: from perception to abstraction. In: Kail RV, Hagen JW, editors. (1977). Perspectives on the development of memory and cognition. Hillsdale: Erlbaum, p. 61–88.
• Kamio Y, Toichi M. (2000). Dual access to semantic in autism: is pictorial access superior to verbal access? J Child Psychol Psychiatry, 41:859–67.
• Kogan N. (1975). Metaphoric thinking in children: developmental and individual difference aspects. Paper presented at the biennial meeting of the Society for Research in Child development; Denver, Colorado.
• Kogan N, Chadrow M. (1986). Children’s comprehension of metaphor in the pictorial and verbal modality. Int J Behav Dev, 9:285–95.
• Kogan N, Connor K, Gross A, Fava D. (1980). Understanding visual metaphor: developmental and individual differences. Monogr Soc Res Child Dev, 45(Serial No. 183):1–78.
• Landa, R. J., & Goldberg, M. C. (2005). Language, social, and executive functions in high functioning autism: A continuum of performance. Journal of Autism and Developmental Disorders, 35(5): 557-573.
• Mackay G, Shaw A. (2004). A comparative study of figurative language in children with autistic spectrum disorders. Child Lang Teach Ther, 20:13–32.
• Mashal N, Kasirer A. (2012). Principal component analysis study of visual and verbal metaphoric comprehension in children with autism and learning disabilities. Res Dev Disabil, 33:274–82.
• Nikolaenko N. (2004). Metaphorical and associative thinking in healthy children and in children with Asperger’s syndrome at different ages. Hum Physiol, 30(5):532–36.
• Olofson, E. L., Casey, D., Oluyedun, O. A., Van Herwegen, J., Becerra, A., & Rundblad, G. (2014). Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors. Journal of autism and developmental disorders, 44:2568-2583.
• Özçalişkan, Ş. (2005). On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity? Journal of Child Language, 32(2): 291-318.
• Pouscoulous, N. (2011). Metaphor: For adults only?. Belgian Journal of Linguistics, 25(1): 51-79.
• Rafie, Talat. (2006). Autism, Evaluation and Treatment. Tehran: Danjeh.
• Rapin I., Dunn M., 2003. Update on the language disorders of individuals on the autistic spectrum. Brain Dev. Vol. 25, no. 3, pp. 166–172.
• Rundblad, G. & Annaz, D. (2010). The atypical development of metaphor and metonymy comprehension in children with autism. Autism, 14(1): 29-46.
• Schopler E, Olley JG. (1982). Comprehensive educational services for autistic children: the TEACCH model. In: Reynolds CR, Gutkin TR, editors. The handbook of school psychology. New York: Wiley, p. 629–43.
• Sternberg, R. (2008). Cognitive Psychology. Thomson, Wadsworth. 4th ed.
• Vulchanova, M., Saldaña, D., Chahboun, S. & Vulchanov, V. (2015). Figurative language processing in atypical populations: the ASD perspective. Frontiers in human neuroscience, 9: 1-11.
• Whyte, E. M., Nelson, K. E. & Scherfa, K. S. (2014). Idiom, syntax, and advanced theory of mind abilities in children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 57: 120-130.
• Zheng, Q., Jia, Z., & Liang, D. (2015). Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism. Research in Autism Spectrum Disorders, 10: 51-58.