| 3 |
Theory‐of‐mind during childhood: Investigating syntactic and executive contributions
|
|
|
|
In: ISSN: 0961-205X ; EISSN: 1467-9507 ; Social Development ; https://hal.univ-grenoble-alpes.fr/hal-03177106 ; Social Development, Wiley, 2021, 30 (1), pp.73-94. ⟨10.1111/sode.12471⟩ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Chomsky on the Evolution of the Language Faculty: Presentation and Perspectives for Further Research
|
|
|
|
In: A companion to Chomsky ; https://hal.archives-ouvertes.fr/hal-03336983 ; A companion to Chomsky, pp.474-485, 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Truthfully Misleading: Truth, Informativity, and Manipulation in Linguistic Communication
|
|
|
|
In: ISSN: 2297-900X ; EISSN: 2297-900X ; Frontiers in Communication ; https://hal-cnrs.archives-ouvertes.fr/hal-03340876 ; Frontiers in Communication, Frontiers, 2021, 6, ⟨10.3389/fcomm.2021.646820⟩ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Bilingual Children’s Use of the ‘Maximize Presupposition’ Principle
|
|
|
|
In: Glossa: a journal of general linguistics (2016-2021) ; https://hal.archives-ouvertes.fr/hal-03337015 ; Glossa: a journal of general linguistics (2016-2021), Ubiquity Press, 2021, 6, ⟨10.5334/gjgl.1236⟩ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
How do we interpret questions? Simplified representations of knowledge guide humans’ interpretation of information requests
|
|
|
|
In: https://hal.archives-ouvertes.fr/hal-03433052 ; 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Bilingual Children’s Use of the ‘Maximize Presupposition’ Principle
|
|
|
|
In: Glossa: a journal of general linguistics; Vol 6, No 1 (2021); 44 ; 2397-1835 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Theory‐of‐mind during childhood: Investigating syntactic and executive contributions ; Théorie de l'esprit pendant l'enfance: Examen des contributions syntaxiques et exécutives
|
|
|
|
In: ISSN: 0961-205X ; EISSN: 1467-9507 ; Social Development ; https://hal.archives-ouvertes.fr/hal-03337001 ; Social Development, Wiley, 2020, 30, pp.73 - 94. ⟨10.1111/sode.12471⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
How Preschoolers Associate Power with Gender in Male-Female Interactions: A Cross-Cultural Investigation
|
|
|
|
In: ISSN: 0360-0025 ; EISSN: 1573-2762 ; Sex Roles ; https://hal-cnrs.archives-ouvertes.fr/hal-03039222 ; Sex Roles, Springer Verlag, 2020, 83 (7-8), pp.453 - 473. ⟨10.1007/s11199-019-01116-x⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Pragmatic abilities in bilinguals ; Pragmatic abilities in bilinguals: The case of scalar implicatures
|
|
|
|
In: ISSN: 1879-9264 ; Linguistic Approaches to Bilingualism ; https://hal.archives-ouvertes.fr/hal-01803048 ; Linguistic Approaches to Bilingualism, John Benjamins Pub. Co., 2018, ⟨10.1075/lab.17017.dup⟩ (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Role of Two Types of Syntactic Embedding in Belief Attribution in Adults with or without Asperger Syndrome
|
|
|
|
In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01569016 ; Frontiers in Psychology, Frontiers, 2017, 8, pp.743 - 743. ⟨10.3389/fpsyg.2017.00743⟩ (2017)
|
|
Abstract:
International audience ; The role of syntax in belief attribution (BA) is not completely understood in healthy adults and understudied in adults with autism spectrum disorder. Embedded syntax could be useful either for the development of Theory of Mind (ToM) (Emergence account) or more generally over the lifespan (Reasoning account). Two hypotheses have been explored, one suggesting that embedding itself (Relatives and Complement sentences and Metarepresentation account) is important for ToM and another one considering that the embedding of a false proposition into a true one (Complement sentences and Misrepresentation account) is important. The goals of this study were to evaluate (1) the role of syntax in ToM (Emergence vs. Reasoning account), (2) the type of syntax implied in ToM (Metarepresentation vs. Misrepresentation account), and (3) the verbally mediated strategies which compensate for ToM deficits in adults with Asperger Syndrome (AS). Fifty NeuroTypical (NT) adults and 22 adults with AS were involved in a forced-choice task including ±ToM tasks (BA and a control task, physical causation, PC) under four Interference conditions (silence, syllable repetition, relative sentences repetition, and complement sentences repetition). The non-significant ±ToM × Interference interaction effect in the NT group did not support the Reasoning account and thus suggests that syntax is useful only for ToM development (i.e., Emergence account). Results also indicated that repeating complement clauses put NT participants in a dual task whereas repeating relative clauses did not, suggesting that repeating relatives is easier for NT than repeating complements. This could be an argument in favor of the Misrepresentation account. However, this result should be interpreted with caution because our results did not support the Reasoning account. Moreover, AS participants (but not NT participants) were more disrupted by ±ToM tasks when asked to repeat complement sentences compared to relative clause sentences. This result is in favor of the Misrepresentation account and indirectly suggests verbally mediated strategies for ToM in AS. To summarize, our results are in favor of the Emergence account in NT and of Reasoning and Misrepresentation accounts in adults with AS. Overall, this suggests that adults with AS use complement syntax to compensate for ToM deficits.
|
|
Keyword:
[SCCO.NEUR]Cognitive science/Neuroscience; [SCCO.PSYC]Cognitive science/Psychology; autism spectrum disorders; emergence; metarepresentation; misrepresentation; reasoning; syntax; Theory of Mind
|
|
URL: https://hal.archives-ouvertes.fr/hal-01569016
https://hal.archives-ouvertes.fr/hal-01569016/file/Burnel%20et%20al%202017_frontiers%20in%20psychology.pdf
https://doi.org/10.3389/fpsyg.2017.00743
https://hal.archives-ouvertes.fr/hal-01569016/document
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
Context in Generalized Conversational Implicatures: the case of some
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01582067 ; Frontiers in Psychology, Frontiers, 2016, ⟨10.3389/fpsyg.2016.00381⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Scalar Implicatures: The Psychological Reality of Scales
|
|
|
|
In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02951229 ; Frontiers in Psychology, Frontiers, 2016, 7, ⟨10.3389/fpsyg.2016.01500⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Scalar Implicatures: The psychological reality of scales
|
|
|
|
In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01374001 ; Frontiers in Psychology, Frontiers, 2016, ⟨10.3389/fpsyg.2016.01500⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
L’impact de l’apprentissage d’une langue seconde sur les capacités pragmatiques : le cas des implicatures scalaires
|
|
|
|
In: Connaissances et usages en langue seconde ; https://hal.archives-ouvertes.fr/hal-01659678 ; Connaissances et usages en langue seconde, Jun 2016, Nantes, France. ⟨10.1051/shsconf/20173800005⟩ ; http://www.couls2016.univ-nantes.fr/ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Context in Generalized Conversational Implicatures: The Case of Some
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
