Cristin-resultat-ID: 1920836
Sist endret: 21. februar 2022, 11:23
NVI-rapporteringsår: 2021
Resultat
Vitenskapelig oversiktsartikkel/review
2021

Extending the field of extended language: A literature review on figurative language processing in neurodevelopmental disorders

Bidragsytere:
  • Sobh Chahboun
  • Øyvind Kvello og
  • Alexander Page

Tidsskrift

Frontiers in Communication
ISSN 2297-900X
e-ISSN 2297-900X
NVI-nivå 1

Om resultatet

Vitenskapelig oversiktsartikkel/review
Publiseringsår: 2021
Publisert online: 2021
Volum: 6
Sider: 1 - 14
Artikkelnummer: 661528
Open Access

Importkilder

Scopus-ID: 2-s2.0-85118188512

Beskrivelse Beskrivelse

Tittel

Extending the field of extended language: A literature review on figurative language processing in neurodevelopmental disorders

Sammendrag

Figurative and extended uses of language are nonliteral utterances such as irony, sarcasm, and idioms and comprise a core part of social interaction. Children with typical development (TD) show a progressive adultlike understanding of figurative language around the age of ten. In contrast, individuals with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), or developmental language disorder often display difficulties with figurative language. However, these difficulties are a puzzle in that the actual underlying causes remain unclear. Those individuals who struggle with understanding figurative language need support through effective interventions. These should be based on solid research findings, which is often problematic as research in this field is characterized by conflicting and incomplete findings. The intention of this study is to conduct a literature review of both available studies and those intervention programs that seek to improve figurative language abilities in these atypical populations. This review will not only provide an overview of available intervention programs but also reveal the research gaps through critically appraising earlier studies. This is done as, in a manner of speaking, research reflects our theoretical understanding of the topic at hand, while interventions reflect the ways in which they are manifested into practice. This will serve to give the reader a more complete overview of the state of knowledge on figurative language and neurodevelopmental disorders. This article may be read for an overview of the field, but it also aims to point out the areas where additional research is needed. For instance, while figurative language takes many forms, there is a disproportionate scholarly focus on metaphors compared to other types. We will ultimately highlight promising approaches and make suggestions for future directions in terms of research and practice.

Bidragsytere

Sobh Chahboun

  • Tilknyttet:
    Forfatter
    ved Dronning Mauds Minne Høgskole for barnehagelærerutdanning

Øyvind Kvello

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk og livslang læring ved Norges teknisk-naturvitenskapelige universitet

Alexander Gamst Page

Bidragsyterens navn vises på dette resultatet som Alexander Page
  • Tilknyttet:
    Forfatter
    ved ARENA Senter for europaforskning ved Universitetet i Oslo
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