Gabriella Rundblad

The atypical development of metaphor and metonymy comprehension in children with autism

One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study.

Comprehension of metaphor and metonymy in children with Williams syndrome

BACKGROUND Figurative language, such as metaphor and metonymy, is very common in daily language use. Its underlying cognitive processes are sometimes viewed as lying at the interface of language and thought. Williams syndrome, which is a rare genetic developmental disorder, provides an opportunity to study this interface because individuals with this disorder have relative strengths in vocabulary and syntax against a background of low general cognitive ability. Few studies have investigated metaphor comprehension in Williams syndrome and none has investigated metonymy. AIMS This is the first study to investigate metaphor and metonymy comprehension in Williams syndrome and to compare their performance with a group of typically developing children. METHODS & PROCEDURES Ten children with Williams syndrome were compared with eleven typically developing children in a novel metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age (receptive vocabulary, visuospatial construction). OUTCOMES & RESULTS The performance of children with Williams syndrome was significantly poorer than the typically developing group. The comprehension of metonyms was in line with receptive vocabulary, but comprehension of metaphors fell below this level. CONCLUSIONS & IMPLICATIONS Metonyms may be part of vocabulary and treated as synonyms in Williams syndrome, while metaphor engages additional cognitive mechanisms outside language that develop atypically in this disorder. Despite earlier reports that emphasize good language skills, the Williams syndrome language system shows anomalies compared with typical development.

Development of metaphor and metonymy comprehension: Receptive vocabulary and conceptual knowledge

Figurative language, such as metaphor and metonymy are common in our daily communication. This is one of the first studies to investigate metaphor and metonymy comprehension using a developmental approach. Forty-five typically developing individuals participated in a metaphor-metonymy verbal comprehension task incorporating 20 short picture-stories. Cross-sectional trajectory analyses linking task performance to either chronological age or receptive vocabulary (mental age, MA) were used to compare the development of metaphor and metonymy. Results showed that development of metaphor and metonymy comprehension is strongly linked with chronological and MA, but metaphor comprehension develops at a slower rate compared to metonymy. It was also found that participants, across all ages, consistently showed around 21% better performance on metonymy. The relationship between metaphor and metonymy comprehension is discussed in terms of linguistic and cognitive models of figurative language comprehension arguing that metonymy is cognitively more basic than metaphor.

Impersonal, General, and Social The Use of Metonymy Versus Passive Voice in Medical Discourse

The impersonalizing role passive voice plays in scientific discourse is well known. Analysis of the Methods sections of nine medical research articles shows that metonymy is another frequent strategy used to create anonymous authors/agents. Discourse agents were categorized into four semantic domains: familial lay, nonfamilial lay, authorial professional, and nonauthorial professional. Agents were investigated in relation to impersonalization and social identity. Results show that although possessive/causative metonyms produce generic participants and reduce most rival researchers to “previous studies,” significant health professionals are often referred to in terms of representational/locative metonyms, highlighting their authoritative social identities. Additionally, authors are either highly visible or, if they choose to disguise themselves, they do so quite drastically using impersonalization devices or agentless passives. In contrast, for other researchers and health professionals, co-occurrence of metonymy and passive voice is generally avoided; nevertheless, these agents are usually more hidden than are the present authors.

Safety reporting in developing country vaccine clinical trials-A systematic review

With more vaccines becoming available worldwide, vaccine research is on the rise in developing countries. To gain a better understanding of safety reporting from vaccine clinical research in developing countries, we conducted a systematic review in Medline and Embase (1989-2011) of published randomized clinical trials (RCTs) reporting safety outcomes with ≥50% developing country participation (PROSPERO systematic review registration number: CRD42012002025). Developing country vaccine RCTs were analyzed with respect to the number of participants, age groups studied, inclusion of safety information, number of reported adverse events following immunization (AEFI), type and duration of safety follow-up, use of standardized AEFI case definitions, grading of AEFI severity, and the reporting of levels of diagnostic certainty for AEFI. The systematic search yielded a total number of 50 randomized vaccine clinical trials investigating 12 different vaccines, most commonly rotavirus and malaria vaccines. In these trials, 94,459 AEFI were reported from 446,908 participants receiving 735,920 vaccine doses. All 50 RCTs mentioned safety outcomes with 70% using definitions for at least one AEFI. The most commonly defined AEFI was fever (27), followed by local (16) and systemic reactions (14). Logistic regression analysis revealed a positive correlation between the implementation of a fever case definition and the reporting rate for fever as an AEFI (p=0.027). Overall, 16 different definitions for fever and 7 different definitions for erythema were applied. Predefined AEFI case definitions by the Brighton Collaboration were used in only two out of 50 RCTs. The search was limited to RCTs published in English or German and may be missing studies published locally. The reported systematic review suggests room for improvement with respect to the harmonization of safety reporting from developing country vaccine clinical trials and the implementation of standardized case definitions.

Development of novel metaphor and metonymy comprehension in typically developing children and Williams syndrome

This study investigated the development of novel metaphor and metonymy comprehension in both typically developing (TD) children and individuals with Williams syndrome (WS). Thirty-one TD children between the ages of 3;09 and 17;01 and thirty-four individuals with WS between the ages of 7;01 and 44 years old were administered a newly developed task examining novel metaphor and metonymy comprehension, as well as a range of standardised tests that assess semantic knowledge. This age range and the background measures allowed construction of developmental trajectories to investigate whether chronological age or mental age, represented by word knowledge, relate to novel metaphor and metonymy comprehension. The results showed that comprehension of figurative language did not increase with chronological age in WS, in contrast to TD. Although there was no difference for the different types of metaphors, certain metonymy expressions were found to be easier than others in the TD group. In addition, semantic knowledge was a reliable predictor for novel metaphor and metonymy comprehension in the TD but only for metonymy in the WS group. In sum, development of novel metonymy in the WS group is only delayed while comprehension of novel metaphor is both delayed and atypical. However, future research should further investigate differences between sub-types, as well as what cognitive factors relate to novel metaphor comprehension in individuals with Williams syndrome.

Introducing new vaccines in developing countries

Vaccines offer the most cost-effective approach to controlling infectious diseases. Access to vaccines remains unequal and suboptimal, particularly in poorer developing countries. Introduction of new vaccines and long-term sustainability of immunization programs will require proactive planning from conception to implementation. International and national coordination efforts as well as local and cultural factors need to be known and accounted for. Adequate infrastructure should be in place for the monitoring of disease burden, vaccine effectiveness and vaccine safety, based on the common terminology and international consensus. This overview paper aims to raise awareness of the importance of introduction efforts for vaccines of special relevance to resource-poor countries. The target audiences are those involved in immunization programs, from planning or oversight roles to frontline providers, as well as health care professionals.

Youth with autism spectrum disorder comprehend lexicalized and novel primary conceptual metaphors.

Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with ASD (age 7;03–22;03) and 13 age-matched typically developing (TD) controls could comprehend lexicalized conceptual metaphors (e.g., Susan is a warm person) and novel ones (e.g., Susan is a toasty person). Individuals with ASD performed at greater than chance levels on both metaphor types, although their performance was lower than TD participants. We discuss the theoretical relevance of these findings and educational implications.

Performance on verbal and low-verbal false belief tasks : Evidence from children with Williams syndrome

UNLABELLED Previous studies that have investigated the relationship between performance on theory of mind (ToM) tasks and verbal abilities in individuals with Williams syndrome (WS) have reported contradictory findings with some showing that language abilities aid performance on ToM tasks while others have found that participants with WS fail these tasks because of their verbal demands. The current study investigated this relationship again comparing performance on a classical change-location task to two newly developed low-verbal tasks, one change-location task and one unexpected content task. Thirty children with WS (aged 5-17;01 years) and 30 typically developing (TD) children (aged between 2;10 years and 9;09 years), who were matched for vocabulary comprehension scores were included in the study. Although performance in the WS group was significantly poorer compared to the TD group on all three tasks, performance was not predicted by their receptive vocabulary or grammatical ability scores. In addition, ToM abilities in both groups depended on the cognitive demands of the task at hand. This finding shows that performance on ToM tasks in WS is not necessarily hindered by their delayed language abilities but rather by the task administered. This could potentially affect the diagnosis of developmental disorders, such as Autism Spectrum Disorders, and comparison of ToM abilities across developmental disorders. LEARNING OUTCOMES Readers of this article should be able to (1) describe the current state of theory of mind research in Williams syndrome, (2) identify which cognitive abilities might explain performance on theory of mind tasks in both typically developing children and in children with Williams syndrome, and (3) interpret the importance of task demands when assessing childrens theory of mind abilities.

Variability and standardized test profiles in typically developing children and children with Williams Syndrome

Williams Syndrome (WS) is a developmental disorder, which due to its specific cognitive profile, has been of interest to multidisciplinary research in order to study the pathways between cognition, brain, and genes. Previous studies investigating individual performance on cognitive tasks have reported large variability within the WS cognitive profile, which has encouraged the investigation of WS subgroups. The current study compared the variability in performance scores on five verbal and non-verbal standardized tests in 33 children with WS and in 33 typically developing (TD) children of a similar chronological age (CA). In contrast to previous studies, the current study did not find significant differences in variability in performance on British Picture Vocabulary scale, Test Reception of Grammar and Digit span Forward between WS and TD groups when CA was controlled for. However, there was significantly less variability in younger WS participants for performance scores on Pattern Construction compared to the TD group. In light of these results, methodological issues and the importance of taking CA into account in analyses will be discussed.