Tuesday: 1

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Leonard, Andrew. "Sent In The Clouds. The story, told entirely without words, of an ingenious boy who changes the way the sky looks". The New York Times. Sample transcripts of one participant with ASD and one participant with TD are provided in Supplementary Material (Appendix B), including highlighting of the central ideas mentioned in the text. Data Analysis This study examined the narrative ability of cognitively-able children with and without ASD using the Tuesday picture book from the ADOS diagnostic battery. As hypothesized, the most pronounced difference between the ASD and TD groups was found in the semantic-pragmatic analysis. The ASD participants demonstrated reduced references to semantic-pragmatic elements, including basic story details (characters, settings, and actions) and complex concepts reflected in the story’s central ideas, as compared with their TD controls. This group difference was noted for ideas that related to ToM as well as to non-ToM concepts. The percentage of evaluative details and unrelated utterances did not differ between the groups. Analysis of additional narrative variables revealed that the TD group was more talkative as they produced generally more utterances than the ASD group, but the percentage of complex sentences in the narratives was higher for the ASD group. The last finding was somewhat surprising, but it nevertheless confirmed that the research group had overall language skills which were age-appropriate, and consequently any group effects that were found in their narrative skills could not be attributed merely to their syntactic performance. Morphological and syntactic errors were negligible in both groups, although the ASD group had more errors of this type. Taken together, the findings of the current study show that cognitively able children with ASD acquire the syntactic structures that are needed for the construction of a narrative. However, results of the detailed semantic-pragmatic analysis point to a semantic deficit in ASD. This difficulty in comprehending and relating to the variety of concepts that comprise the content of the story limits their ability to use their structural strengths and reduces the resulting narrative performance. The idea that semantics-pragmatics make up a core impairment in the narratives of children with ASD was supported by the significant negative correlation found between the number of central ideas expressed in the narratives of children with ASD and the ADOS-CSS-SA severity level. Thus, the more severe the social affect domain symptoms, the fewer references to central ideas in the Tuesday narratives. It should be noted, that although group differences were found in relation to semantic-pragmatic skills, an individual analysis revealed the heterogeneity of the ASD group. There is a sub-group of children with ASD whose performance was not different from the TD group. The studies involving human participants were reviewed and approved by the Institutional Review Board (IRB) of Ariel University. Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin. Author Contributions Look carefully, how has David Wiesner drawn the picture to show that the frog stops suddenly? Can you explain how he has shown that?

To assess linguistic abilities in overall story length, the percentage of errors and percentage of complex sentences were compared between the groups using a one-way MANCOVA. The analysis yielded a significant group effect [ F(3,43) = 7.00, p = 0.001 ω 2 = 0.28]. Separated one-way ANCOVAs for each dependent variable revealed significant group effect for the three measures. For the Overall story length, as presented in Table 2, the TD group had significantly more clauses than the ASD group. For the Syntactic Complexity measure, the ASD group had a significantly higher percentage of complex sentences than the TD group ( Table 2). In addition, the ASD group had a significantly higher percentage of errors than the TD group, but both groups had a generally low percentage of errors overall. Finally, the non-parametric Mann–Whitney tests which were performed confirmed these results as they yielded significant group effects for the percentage of complex sentences ( Z = −3.0, p = 0.00) and the percentage of grammatical errors ( Z = −2.5, p = 0.01). Semantic-Pragmatic Measures Story Details How would you describe the colour palette David Weisner has used? Why do you think he has chosen these colours? Alternatively, cover the title of the book so that children cant read it and after reading ask them what they think the title might be. Reveal the title and discuss whether they are surprised.Wiesner has always been intrigued by and curious about what comes before and after the captured image. His books somehow convey the sequence of thoughts leading up to and following each picture, and that quality explain why they are frequently described as cinematic. Consistency in pricing. Airlines often maintain consistent pricing for round-trip flights, which can lead to predictability in your travel expenses. In contrast, one-way fares can be subject to dynamic pricing, making it challenging to secure a fixed, budget-friendly rate for each leg of your journey. Tuesday, written and illustrated by David Wiesner, is a 1991 wordless picture book published by Clarion Books. Tuesday received the 1992 Caldecott Medal for illustrations and was Wiesner's first of three Caldecott Medals that he has won during his career. [1] Wiesner subsequently won the Caldecott Medal in 2002 for The Three Pigs, and the 2007 medal for Flotsam. [2] Description [ edit ] The mean percentage of unrelated utterances (out of the total length) was compared between the groups using a one-way ANCOVA. No significant difference was found between the ASD and the TD groups ( Table 2). Tuesday is written using third person narration. This is because someone who is not in the story tells the story. The book does not state or show who is narrating what is happening, however, it is clear that this person is going along the adventures of the frogs to show to the readers what is occurring in the book. Pictures are shared as the narrator takes readers throughout the adventures and shares the story from their point of view of watching the frogs travel different places.

Synopsis: The events recorded here are verified by an undisclosed source to have happened somewhere, U.S.A.. on Tuesday. All those in doubt are reminded that there is always another Tuesday. The current study has several strengths. The participants with ASD underwent a comprehensive diagnosis based on the widely used diagnostic tools (ADOS and ADI-R). The inclusion criteria were strict regarding cognition, both verbal and non-verbal. The research group was relatively large, as compared with previous studies, and the age range of participants was relatively narrow, which strengthened the homogeneity of the group. The MANCOVA for ToM and non-ToM central ideas yielded a significant group effect [ F(2,44) = 3.5, p = 0.04, ω 2 = 0.10]. Examining each type of idea separately revealed that the TD group referred to more ToM and non-ToM ideas than the ASD group did ( Table 2). Write some inside/outside thoughts for the characters. What would they say if they had seen the frogs? What would they be thinking? e.g. The man eating his sandwich may say - 'Don't be stupid there are no such things as flying frogs! (Although I could have sworn I saw something.) See @alanpeat sentence types. All authors listed have made a substantial, direct and intellectual contribution to the work, and approved it for publication. NK, DZ, and EB-I worked on design, data collection, data analysis, and writing. LW contributed in inferring the study’s conclusions and in the writing. Conflict of InterestWiesner has won two other Caldecott Medals – in 2002 for The Three Pigs, and in 2007 for Flotsam. He has also received three Caldecott Honors for Free Fall, Sector 7 and Mr. Wuffles!. In time, the young Wiesner began exploring the history of art, delving into the Renaissance at first — Michelangelo, Dürer, and da Vinci — then moving on to such surrealists as Magritte, de Chirico, and Dalí. As he got older, he would sit, inspired by these masters, at the oak drafting table his father had found for him and would construct new worlds on paper and create wordless comic books, such as Slop the Wonder Pig, and silent movies, like his kung fu vampire film The Saga of Butchula. The quantitative measure chosen to reflect the overall length of the produced narrative was the number of clauses, in simple sentences (one independent clause), in compound sentences (two independent clauses or more), and in complex sentences (at least one independent clause and at least one dependent clause). Utterances that were “yes/no” responses, reflections on the story (e.g., “this is a long story”), and unintelligible sentences/clauses, were excluded from this count. Syntactic complexity The current study has a few limitations that should be considered. Only two cognitive subtests were used with the TD participants. In addition, the participants in both groups did not undergo a comprehensive language evaluation, which could have provided additional information about their lexical and syntactic capacities. Future Research The study has both theoretical and clinical significance. Theoretically, examining the differences in narrative ability between children with ASD and children with TD may highlight the neurocognitive atypicalities that underlie the core deficits of ASD. In relation to the three cognitive accounts of ASD, a finding that children with ASD refer less to the story’s main ideas, as compared with their TD controls, may support the WCC theory. A finding that children with ASD refer less often to the characters’ mental states as compared with their TD controls may support the ToM account of ASD. A finding of more associative, unrelated utterances in the narratives of children with ASD, as compared with their TD controls, may support an EF deficiency in ASD.

The datasets generated for this study are available on request to the corresponding author. Ethics Statement One advantage of airline partnerships is the ability to earn and redeem loyalty points across multiple carriers within the same alliance. You can benefit from reduced fees when connecting between airlines within the same alliance, offering smoother travel experiences, particularly during layovers.Three of the leading theoretical accounts that attempt to explain the core deficits in ASD are: the Weak Central Coherence (WCC) account ( Happé, 1999; Frith, 2003; Happé and Frith, 2006), ToM deficit ( Baron-Cohen et al., 1985; Tager-Flusberg and Sullivan, 1995) and executive function (EF) impairment ( Hill, 2004; Kenworthy et al., 2008). These theoretical accounts can be linked directly to the narrative performance of children with ASD. According to the WCC account, the cognitive style of individuals with ASD reflects a tendency to favor processing of local stimulus properties at the expense of integrating details into meaningful wholes. At the “low” level of information processing, they tend to neglect context in the sensory (e.g., visual, acoustic) domain, and at the “high” level of information processing, they demonstrate difficulties with more abstract, conceptual processes ( Frith and Happé, 1994). The WCC cognitive style exhibits difficulties in using context to infer meaning ( Vermeulen, 2015). When pictures are used to elicit narrative production, it may affect the comprehension of concepts that need to be inferred from the integration of several visual details. According to the ToM account, people with ASD show a deficit in their ability to infer other peoples’ mental states. In regards to narrative capacity, ToM impairment may challenge their ability to take into account the listener’s previous knowledge. They may also fail to identify and relate to the psychological states of the story’s characters, including their perceptions, emotions, and motivations ( Tager-Flusberg and Sullivan, 1995; Capps et al., 2000). The EF deficiency account focuses on the difficulties that individuals with ASD often demonstrate in performing a variety of complex tasks, such as planning, self-monitoring, inhibition, and mental flexibility ( Ozonoff et al., 1991). There is evidence that the development of EF skills and the development of narrative skills support each other (e.g., Friend and Bates, 2014). EF weakness may impact narrative competence in several different ways, such as in difficulty organizing information regarding the content of the story, and securing a connection between sentences. It may also reduce the ability to self-monitor performance throughout narration and to focus on the significant information while omitting irrelevant details ( Joseph and Tager-Flusberg, 2004; Ketelaars et al., 2012). Narrative Skills in ASD Publishers Weekly describes this book as having visuals that are “stunning, slightly surrealistic and imbued with mood and mystery." This review was short and almost as wordless as the wordless picture book. It was not really helpful in explaining the purpose of the book.