When the construction of meaning does not have an overall collective dimension: the nature of linguistic anomalies in autism

In this chapter, we will argue that the language problems frequently encountered by individuals with autism are mostly attributed to the pragmatic dimension and originate from anomalies in prelinguistic communication. Individuals with autism often appear to lack the rhythm of communication, exhibiting significant difficulties in coordination with other speakers. This leads to frequent breakdowns in communication, consequently hindering the establishment of shared meaning-making (Harrison & Tronick, 2021). However, even before the development of language, most children with autism do not spontaneously look at the object their mother is directing their attention to. They may not extend their arms if their mother intends to pick them up and may seem indifferent when an adult calls them by name or makes eye contact (Pennisi, 2016; Robins et al., 2014). Contemporary research emphasizes the role of the body in the etiopathogenesis and ontogenetic development of autism. For instance, prior studies underscored the significance of brain anomalies in constructing meaning-making (Mueller & Tronick, 2020). Others have attempted to explain language development in autistic individuals as a form of learning that occurs “outside” the body, in a rational manner (Delafield-Butt et al., 2021). We will propose a viewpoint that, while placing the body at the center of language learning problems in individuals with autism, offers an alternative to such theories. Previous findings have indicated how difficulties in learning pronouns in individuals with autism can be explained in terms of challenges in altering one’s bodily perspective (Pennisi, 2019). Here, we will argue that nearly all linguistic anomalies typically identified in individuals with autism stem precisely from the difficulties they encounter not within themselves but in interacting with others.