David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Mind and Language 25 (2):196-216 (2010)
The pattern of impairments exhibited by some individuals on the autism spectrum appears to challenge the relevance-theoretic account of metaphor ( Carston, 1996, 2002 ; Sperber and Wilson, 2002 ; Sperber and Wilson, 2008 ). A subset of people on the autism spectrum have near-normal syntactic, phonological, and semantic abilities while having severe difficulties with the interpretation of metaphor, irony, conversational implicature, and other pragmatic phenomena. However, Relevance Theory treats metaphor as importantly unlike phenomena such as conversational implicature or irony and like instances of ordinary literal speech. In this paper, I show how Relevance Theory can account for the prima facie incongruity between its treatment of metaphor and the case of individuals with autism.
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References found in this work BETA
Simon Baron-Cohen, Alan M. Leslie & Uta Frith (1985). Does the Autistic Child Have a “Theory of Mind”? Cognition 21 (1):37-46.
Anne Bezuidenhout (2001). Metaphor and What is Said: A Defense of a Direct Expression View of Metaphor. Midwest Studies in Philosophy 25 (1):156–186.
Paul Bloom (2000). Two Reasons to Abandon the False Belief Task as a Test of Theory of Mind. Cognition 77 (1):25-31.
R. Carston (2002). Thoughts and Utterances. Blackwell.
Robyn Carston, Enrichment and Loosening: Complementary Processes in Deriving the Proposition Expressed?
Citations of this work BETA
Mikhail Kissine (2012). Pragmatics, Cognitive Flexibility and Autism Spectrum Disorders. Mind and Language 27 (1):1-28.
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