The primary purpose of this study was to explore dimensions of
social-cognitive knowledge in school-aged autistic children. Specifically, the
presuppositional skills of verbal autistic children were examined in two
communicative contexts. The children selected for this study were autistic
children whose ML Us were beyond 3.0 morphemes and who exhibited non-verbal
cognitive scores within borderline to normal ranges. The results of this study
revealed that all the subjects demonstrated some social-cognitive knowledge of
others as reflected in modifications in language relative to naive and
knowledgeable listener contexts.
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