Baltaxe, C. A. M., D’Angiola, N. (1996). Referencing skills in children with autism and specific language impairment. European Journal of Disorders of Communication, 31, 245–258. https://doi.org/10.3109/13682829609033156
Google Scholar
Bang, J., Burns, J., Nadig, A. (2012). Brief report: Conveying subjective experience in conversation: Production of mental state terms and personal narratives in individuals with high functioning autism. Journal of Autism and Developmental Disorders, 43(7), 1772–1738. https://doi.org/10.1007/s10803-012-1716-4
Google Scholar
Barokova, M., Tager-Flusberg, H. (2019). Person-reference in autism spectrum disorder: Developmental trends and the role of linguistic input. Autism Research, 3(6), 959–969. https://doi.org/10.1002/aur.2243
Google Scholar
Błeszyński, J. (1998). Mowa i język dzieci z autyzmem. Wybrane zagadnienia. Wydawnictwo Uczelniane WSP.
Google Scholar
Bochynska, A., Coventry, K. R., Vulchanov, V. (2020). Tell me where it is: Selective difficulties in spatial language on the autism spectrum. Autism, 24(7), 1740–1757. https://doi.org/10.1177/1362361320921040
Google Scholar
Boksa, E. (2017). The relations between the elements of a sentence in utterances of autistic children formulated in the Polish language. Respectus Philologicus, 32(37), 101–111. https://doi.org/10.15388/RESPECTUS.2017.32.37.10
Google Scholar
Boucher, J. (2012). Research review: Structural language in autistic spectrum disorder – characteristics and causes. Journal of Child Psychology and Psychiatry, 53(3), 219–233. https://doi.org/10.1111/j.1469-7610.2011.02508.x
Google Scholar
Capps, L., Losh, M., Thurber, Ch. (2000). “The frog ate the bug and made his mouth sad”: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 28(2), 193–204. https://doi.org/10.1023/A:1005126915631
Google Scholar
Charman, T., Drew, A., Baird, C., Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur communicative development inventory (infant form). Journal of Child Language, 30(1), 213–26. https://doi.org/10.1017/S0305000902005482
Google Scholar
Colle, L., Baron-Cohen, S., Wheelwright, S., Lely, H. K. J. van der (2008). Narrative discourse in adults with high-functioning autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 28–40. https://doi.org/10.1007/s10803-007-0357-5
Google Scholar
Eskes, G. A., Bryson, S. E., McCormick, T. (1990). Comprehension of concrete and abstract words autistic children. Journal of Autism and Developmental Disorders, 20(1), 61–73. https://doi.org/10.1007/BF02206857
Google Scholar
Finnegan, E. G., Asaro-Saddler, K., Zajic, M. C. (2021). Production and comprehension of pronouns in indyviduals with autism: A meta-analysis and systematic review. Autism, 1–15. https://doi.org/10.1177/1362361320949103
Google Scholar
Gernsbacher, M. A., Morson, E. M., Grace, E. J. (2016). Language and speech in autism. Annual Rewiev of Linguistics, 2, 413–425. https://doi.org/10.1146/annurev-linguistics-030514-124824
Google Scholar
Göksun, T., Hirsh-Pasek, K., Golinkoff, R. M. (2009). Trading spaces: Carving up events for learning language. Perspectives on Psychological Science. https://www.researchgate.net/publication/237384398_Trading_Spaces_Carving_Up_Events_for_Learning_Language_Perspectives_on_Psychological_Science
Google Scholar
Jordan, R. R. (1989). An experimental comparison of the understanding and use of speaker-addressee personal pronouns in autistic children. British Journal of Disorders of Communication, 24, 169–179. https://doi.org/10.3109/13682828909011954
Google Scholar
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.
Google Scholar
Kelley, E., Paul, J. J., Fein, D., Naigles, L. R. (2006). Residual language deficits in optimal outcome children with a history of autism. Journal of Autism and Developmental Disorders, 36, 807–828. https://doi.org/10.1007/s10803-006-0111-4
Google Scholar
Korendo, M. (2013). Językowa interpretacja świata w wypowiedziach osób z zespołem Aspergera. Omega Stage Systems – Jędrzej Cieszyński.
Google Scholar
Lee, A., Hobson, P. R., Chiat, S. (1994). I, you, me, and autism. Journal of Autism and Developmental Disorders, 24(2), 155–176. https://doi.org/10.1007/BF02172094
Google Scholar
Losh, M., Capps, L. (2003). Narrative ability in high-functioning children with autism and Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33(3), 239–251. https://doi.org/10.1023/A:1024446215446
Google Scholar
Menyuk, P., Quill, K. (1985). Semantic problems in autistic children. W: E. Shopler, G. Mesibov (Eds.), Communication problems in autism (s. 127–144), Springer Science+Business Media, Llc.
Google Scholar
Naigles, L. R., Tek, S. (2017). “Form is easy, meaning is hard” revisited: (re)characterizing the strengths and weaknesses of language in children with autism spectrum disorder. WIREs Cognitive Science, e1438. https://doi.org/10.1002/wcs.1438
Google Scholar
Naigles, L. T., Cheng, M., Rattansone, N. X., Tek, S., Khetrapal, N., Fein, D., Demuth, K. (2016). “You’re telling me!”: The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development. Research in Autism Spectrum Disorders, 27, 11–20. https://doi.org/10.1016/j.rasd.2016.03.008
Google Scholar
Novogrodsky, R., Edelson, L. R. (2016). Ambiguous pronoun use in narratives of children with autism spectrum disorders. Child Language Teaching and Therapy, 32(2), 241–252. https://doi.org/10.1177/0265659015602935
Google Scholar
Ohta, M. (1987). Cognitive disorders of infantile autism: A study employing the WISC, spatial relationship conceptualization and gesture imitations. Journal of Autism and Developmental Disorders, 17(1), 45–62. https://doi.org/10.1007/BF01487259
Google Scholar
Panasiuk, J., Kaczyńska-Haładyj, M. (2015). Postępowanie logopedyczne w przypadku osób dorosłych z zespołem Aspergera. W: S. Grabias, J. Panasiuk, T. Woźniak (red.), Logopedia. Standardy postępowania logopedycznego (s. 517–554). Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.
Google Scholar
Parish-Morris, J. (2011). Relational vocabulary in preschoolers with autistic spectrum disorder: The role of dynamic spatial concepts and social understanding. https://scholarshare.temple.edu/handle/20.500.12613/2099
Google Scholar
Perkins, M., Boucher, J., Dobbinson, S., Boucher, J., Bol, S., Bloom, P. (2006). Lexical knowledge and lexical use in autism. Journal of Autism and Developmental Disorders, 36, 795–805. https://doi.org/10.1007/s10803-006-0120-3
Google Scholar
Perovic, A., Modyanova N., Wexler, K. (2013a). Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit? Applied Psycholinguistic, 34, 813–835. https://doi:10.1017/S0142716412000033
Google Scholar
Perovic, A., Modyanova, N., Wexler, K. (2013b). Comparison of grammar in neurodevelopmental disorders: The case of binding in Williams syndrome and autism with and without language impairment. Language Acquisition, 20, 133–154. https://doi.org/10.1080/10489223.2013.766742
Google Scholar
Podsiad, A. (2001). Słownik pojęć i terminów filozoficznych. Pax.
Google Scholar
Rescorla, L. A., Safyer, P. (2013). Lexical composition in children with autism spectrum disorder (ASD). Journal of Child Language, 40(1), 47–68. https://doi.org/10.1017/S0305000912000232
Google Scholar
Ricks, D. R., Wing, L. (1975). Language, communication, and the use of symbols in normal and autistic children. Journal of Autism and Childhood Schizophrenia, 5(3), 191–221.
Google Scholar
Shield, A., Meier, R. P., Tager-Flusberg, H. (2015). The use of sign language pronouns by native-signing children with autism. Journal of Autism and Developmental Disorders, 45(7), 2128–2145. https://doi.org/10.1007/s10803-015-2377-x.
Google Scholar
Siller, M., Swanson, M. R., Serlin, G., Teachworth, A. G. (2014). Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities. Research in Autism Spectrum Disorders, 8, 589–596. https://doi.org/10.1016/j.rasd.2014.02.002
Google Scholar
Syrett, K., Arunchalam, S., Waxman, S. R. (2014). Slowly but surely: Adverbs support verb learning in 2-year-olds. Language Learning and Development, 10(3), 263–278. https://doi.org/10.1080/15475441.2013.840493
Google Scholar
Szatmari, P., Bartolucci, G., Bremner, R. (1989). Asperger’s syndrome and autism: Comparison of early history and outcome. Developmental Medicine and Child Neurology, 31(6), 709–720. https://doi.org/10.1111/j.1469-8749.1989.tb04066.x
Google Scholar
Tager-Flusberg, H. (1995). „Once upon a ribbit”: Stories narrated by autistic children. British Journal of Developmental Psychology, 13, 45–59. https://doi.org/10.1111/j.2044-835X.1995.tb00663.x
Google Scholar
Tager-Flusberg, T., Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16, 241–256. https://doi.org/10.1017/S0142716400007281
Google Scholar
Urban, A. (2019). Ocena językowych i komunikacyjnych możliwości dziecka z autyzmem na podstawie wybranych narzędzi diagnostycznych. Studium przypadku. Logopedia, 48(2), 421–447. https://doi.org/10.24335/fnav-jr93
Google Scholar
Van Lancker, D., Cornelius, C., Needleman, R. (1991). Comprehension of verbal terms for emotions in normal, autistic, and schizophrenic children. Developmental Neuropsychology, 7(1), 1–18. https://doi.org/10.1080/87565649109540474
Google Scholar
Williams, T. I. (1993). Brief report: Vocabulary development in an autistic boy. Journal of Autism and Developmental Disorders, 23(1), 185–191.
Google Scholar