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Undergraduate Thesis: Role of intonation and sentence final particles in comprehension of irony in typically developing children and children with ASD
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TitleRole of intonation and sentence final particles in comprehension of irony in typically developing children and children with ASD
 
AuthorsLi Pui-wing
李佩穎
 
Issue Date2010
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractThis paper investigates the role of intonation cue and SFPs in the comprehension of verbal irony in Cantonese-speaking children with ASD and their typically developing (TD) peers. Thirteen children with ASD (8;3-12;9) were language-matched with 13 TD peers. By manipulating the two variables, 16 vignettes embedded with potentially ironic criticisms were constructed. The participants were asked to judge the belief and intention of the characters in the vignettes with reference to the remarks. Both groups performed similarly well in the judgement of the speaker’s belief. For the speaker’s intent, the clinical group performed significantly poorer and did not rely on either cue, whereas the control group depended more on SFPs than supra-segmental intonation cues. The differential patterns between the two groups were discussed in light of the literature on the theory of mind ability as well as the typological features of Cantonese.
 
Description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010."
Includes bibliographical references (p. 24-29).
Thesis (B.Sc)--University of Hong Kong, 2010.
 
DegreeBachelor of Science in Speech and Hearing Sciences
 
SubjectIntonation (Phonetics)
Cantonese dialects -- Particles.
Autism spectrum disorders -- Patients -- Language.
 
Dept/ProgramSpeech and Hearing Sciences
 
DC FieldValue
dc.contributor.authorLi Pui-wing
 
dc.contributor.author李佩穎
 
dc.date.accessioned2012-11-01T01:14:09Z
 
dc.date.available2012-11-01T01:14:09Z
 
dc.date.issued2010
 
dc.description.abstractThis paper investigates the role of intonation cue and SFPs in the comprehension of verbal irony in Cantonese-speaking children with ASD and their typically developing (TD) peers. Thirteen children with ASD (8;3-12;9) were language-matched with 13 TD peers. By manipulating the two variables, 16 vignettes embedded with potentially ironic criticisms were constructed. The participants were asked to judge the belief and intention of the characters in the vignettes with reference to the remarks. Both groups performed similarly well in the judgement of the speaker’s belief. For the speaker’s intent, the clinical group performed significantly poorer and did not rely on either cue, whereas the control group depended more on SFPs than supra-segmental intonation cues. The differential patterns between the two groups were discussed in light of the literature on the theory of mind ability as well as the typological features of Cantonese.
 
dc.description.naturepublished_or_final_version
 
dc.description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010."
 
dc.descriptionIncludes bibliographical references (p. 24-29).
 
dc.descriptionThesis (B.Sc)--University of Hong Kong, 2010.
 
dc.description.thesisdisciplineSpeech and Hearing Sciences
 
dc.description.thesislevelBachelor's
 
dc.description.thesisnameBachelor of Science in Speech and Hearing Sciences
 
dc.identifier.hkulb4813190
 
dc.identifier.urihttp://hdl.handle.net/10722/173722
 
dc.languageeng
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.subject.lcshIntonation (Phonetics)
 
dc.subject.lcshCantonese dialects -- Particles.
 
dc.subject.lcshAutism spectrum disorders -- Patients -- Language.
 
dc.titleRole of intonation and sentence final particles in comprehension of irony in typically developing children and children with ASD
 
dc.typeUG_Thesis
 
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<date.accessioned>2012-11-01T01:14:09Z</date.accessioned>
<date.available>2012-11-01T01:14:09Z</date.available>
<date.issued>2010</date.issued>
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<description>&quot;A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010.&quot;</description>
<description>Includes bibliographical references (p. 24-29).</description>
<description>Thesis (B.Sc)--University of Hong Kong, 2010.</description>
<description.abstract>This paper investigates the role of intonation cue and SFPs in the comprehension of verbal irony
in Cantonese-speaking children with ASD and their typically developing (TD) peers. Thirteen
children with ASD (8;3-12;9) were language-matched with 13 TD peers. By manipulating the
two variables, 16 vignettes embedded with potentially ironic criticisms were constructed. The
participants were asked to judge the belief and intention of the characters in the vignettes with
reference to the remarks. Both groups performed similarly well in the judgement of the speaker&#8217;s
belief. For the speaker&#8217;s intent, the clinical group performed significantly poorer and did not rely
on either cue, whereas the control group depended more on SFPs than supra-segmental
intonation cues. The differential patterns between the two groups were discussed in light of the
literature on the theory of mind ability as well as the typological features of Cantonese.</description.abstract>
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<publisher>The University of Hong Kong (Pokfulam, Hong Kong)</publisher>
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<rights>The author retains all proprietary rights, (such as patent rights) and the right to use in future works.</rights>
<subject.lcsh>Intonation (Phonetics)</subject.lcsh>
<subject.lcsh>Cantonese dialects -- Particles.</subject.lcsh>
<subject.lcsh>Autism spectrum disorders -- Patients -- Language.</subject.lcsh>
<title>Role of intonation and sentence final particles in comprehension of irony in typically developing children and children with ASD</title>
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